Potentials of Tiktok as a Self-Directed Learning Material in English as Perceived by Students

Abstract

Technological advancement made its way to make learning unmeasurable in various aspects as numerous social media platforms were being made and utilized as a medium of language learning. One of which is Tiktok, a platform that showcases short videos with different content – vines, talents, advice, and educational content. This study aimed to see how students perceived Tiktok in terms of ease of use, effectiveness, intentions to use, and attitudes toward the potential of Tiktok as a self-directed learning material in English. The respondents of the quantitative study were 1,105 senior high school students from Angeles City, all of which are using Tiktok application. A questionnaire was administered to the respondents to collect data. Data concerning perceived ease of use, perceived effectiveness, intentions to use, and attitudes toward Tiktok as a self-directed learning material in English were analyzed quantitatively for means and standar deviations. The results reveal that the overall mean scores show that students agree to the perceived ease of use and perceived effectiveness of Tiktok as a self-directed learning material in English. The students also had positive intentions to use and attitudes toward the potential of TikTok as a self-directed learning material in English. The findings indicate that TikTok is of great help for students in terms of learning the English language since majority of the respondents are using TikTok as a learning tool. This study shows that the respondents have positive perceptions on the potential of TikTok as a self-directed learning material in English. It is recommended that educators incorporate TikTok as an instructional material in the future. Future researches may look into the perception of teachers as an instructional expert toward the potential of TikTok as a self-directed learning material in English.