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EXPLORING THE ROLE OF TIKTOK IN ENHANCING 

ENGLISH LEARNING MOTIVATION AMONG  

INDONESIAN STUDENTS 
 

Eby Delyani Sitompul1, Deasy Yunita2  
1&2State Islamic University of North Sumatera, Medan, Indonesia  

 
ebydelyani0304213052@uinsu.ac.id , deasyyunita@uinsu.ac.id  

 

ABSTRACT   

This research investigates the impact of TikTok on junior high school students' English 

learning motivation and identifies effective content types. Using a descriptive qualitative 
approach with supporting quantitative data, this study involved 7 students from SMPN 2 

Pandan Nauli who regularly engaged with English learning content on TikTok. Data was 

collected through questionnaires, semi-structured interviews, and content observation. The 

findings show that students feel more motivated to learn English through TikTok content, 

especially vocabulary tips, idiomatic expressions, and pronunciation, which are presented in 

an interesting, easy-to-understand, and contextually appropriate way. While TikTok cannot 

replace formal education, its effectiveness as a complementary learning tool depends on the 

quality of the content and students' ability to integrate it into their learning routines. This 

study recommends that educators utilize digital platforms like TikTok to foster a more 

engaging, flexible and meaningful English learning experience for today's generation. 

Keywords: Digital Media, Edutainment, Informal Learning, Language Learning Motivation, Student 

Engagement 

INTRODUCTION  

In the era of the digital revolution, social media has become deeply embedded in the 

daily lives of teenagers around the world. One of the most rapidly growing platforms is 

TikTok, which allows users to create and consume short-form videos, including educational 

content. With over 1 billion monthly active users worldwide (Sensor Tower, 2022), TikTok 
has changed the way Generation Z communicates, learns and interacts with information. Its 

visually appealing and concise format suits the learning preferences of digital natives 

(Prensky, 2001; Seemiller & Grace, 2016). 

In Indonesia, TikTok is particularly popular among junior high school students, many 

of whom spend more than two hours a day on the platform (survey data, 2025). However, 

this growing use of social media contrasts with a lingering educational problem: students' 

low motivation in learning English. Theoretically, motivation is one of the main components 

in successful language learning. In the context of modern learning, the Technology-Enhanced 

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Self-Determination Theory developed by (Chen & Jang, 2019) emphasizes that technology 

can enhance learning motivation if it meets three important aspects: autonomy, competence, 

and social connectedness. Platforms like TikTok allow students to choose and organize 

content independently (autonomy), hone skills through language-based challenges 

(competence), and interact with a global community of learners (social connectedness). In 

addition, according to (Scherer et al., 2019) motivation in technology-based learning is 

strongly influenced by students' perceptions of the ease of use and value of the applications 

used. With its user-friendly interface and socially and culturally relevant content, TikTok has 

the potential to be an effective medium in increasing students' intrinsic motivation in 

language learning.  

In the current educational psychology literature, Self-Determination Theory (Deci & 

Ryan, 2020) remains the basic framework for understanding learning motivation. This 

theory emphasizes that students' intrinsic motivation will increase when their basic 

psychological needs - autonomy, competence, and relatedness - are supported in the learning 

environment. Contemporary research highlights that nurturing these needs through 

student-centered, engaging and digitally supported instruction contributes significantly to 

sustained academic motivation and engagement. This theory is further developed in the 

context of technology through the Technology-Enhanced Self-Determination Theory (Chen 

& Jang, 2019), which highlights that the integration of technology in learning can 

significantly increase motivation if it is designed to meet these three needs. In addition, the 

Theory of Planned Behavior (Ajzen, 1991) can also be used to explain how students' 

intention to use TikTok for learning is influenced by attitudes towards media, social norms, 

and perceived self-control. In the realm of language education, the theory of Multimodal 

Learning (Mayer, 2009) also supports the argument that learning that involves a 

combination of visual, audio, and social interactions such as those provided by TikTok can 

enrich students' learning experience and increase the effectiveness of language acquisition. 

Furthermore, (Fiorella & Mayer, 2021)Cognitive Theory of Multimedia Learning 

(CTML) emphasizes the principles of dual-channel processing (audio & visual), cognitive 

load reduction, and cohesion between presentation elements. We found that TikTok's 

multimodal channel fits well with classic CTML - with its integrated combination of images, 

text, narration, and gesture - thus improving comprehension and recall of English vocabulary 

and sentence structure. 

Research in the field of Technology-Enhanced Language Learning (TELL) in the past 

decade shows that the integration of digital technologies can increase student engagement 
and support better language learning achievement (Kukulska-Hulme, 2020). However, most 

studies still center on the utilization of popular platforms such as Duolingo, YouTube, and 

Quizlet (Cesarini et al., 2021), while there is limited exploration of the specific impact of 

TikTok on English language learning motivation. In fact, TikTok as a short video-based media 

has great potential to support informal learning that is more contextual and engaging, 

especially for adolescent learners. This gap is important to bridge, especially given TikTok's 

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high adoption rate among Indonesian students and its ability to create more authentic, 

flexible and community-based learning experiences. 

Recent research also supports TikTok's effectiveness in improving motivation and 

language skills. (Annapis, 2024) used a mixed-methods approach and found that 50 EFL 

students who used TikTok showed significant improvements in speaking skills, vocabulary, 

pronunciation, as well as self-confidence, while lowering language anxiety-evidencing the 

platform's role in shaping affective and cognitive supportive learning environments. (2024) 

which focused on TikTok vlogs for young learners, showed a sharp improvement in their 

speaking ability, especially in terms of spontaneous speech and fluency skills. In addition, 

research by (Li et al., 2023) in the MICE education domain concluded that the use of TikTok 

as an online medium significantly improved learning motivation and oral fluency compared 

to conventional methods-underlining that the visual and gamification elements in TikTok 

strengthened participants' engagement. 

These studies present strong empirical evidence that TikTok is not just an 

entertainment medium, but an effective pedagogical tool in language development-

especially when linked to theories of motivation, rich media, and contextualized learning. 

Based on the literature review, most research on social media in English language 

learning still focuses on platforms such as YouTube, Duolingo, or Quizlet. Very few studies 

specifically discuss the role of TikTok in the context of English language learning at the junior 

high school level in Indonesia, especially in terms of increasing learning motivation. In fact, 

TikTok is unique as a short video media that is very popular among teenagers and is able to 

present educational content quickly, interestingly and contextually. In addition, there are not 

many studies that connect the use of TikTok with contemporary learning theories such as 

Self-Determination Theory, Cognitive Multimedia Learning, and Seamless Learning in an 

integrated learning framework. 

The novelty of this research lies in its specific focus on the use of TikTok as an informal 

learning medium oriented towards increasing motivation to learn English among junior high 

school students. This study not only evaluates the effectiveness of the content, but also 

identifies the most popular content types, frequency of use, and how students interpret the 

learning process through TikTok. It also integrates cutting-edge theoretical approaches with 

local qualitative data, and provides a new perspective relevant to the learning conditions and 

habits of digital generation students. 

This research shows that TikTok has a significant impact on increasing students' 

motivation and understanding in learning English. Through interesting and contextualized 
educational content, this platform is able to bridge the learning needs of generation Z 

students who like visual, interactive and flexible media. Based on the results of the analysis, 

it was found that students felt more enthusiastic about learning, understood the material 

faster, and were more involved in the learning process through TikTok content that they 

chose independently. 

However, the effectiveness of TikTok as a learning medium is highly influenced by the 

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quality of the content available and the support from the formal learning environment. 

Although students show interest and increased understanding, the application of knowledge 

to the school context is still low. Therefore, teachers and educational institutions need to 

create integration between informal learning from TikTok and classroom learning activities, 

for example by using projects, video assignments, or discussions based on TikTok content. 

Specifically, this study not only observes usage in general, but also analyzes the specific types 

of educational content that students consume, such as: 

                               @englishhnow                                         @kampunginggriswe 

This study aims to analyze the effect of TikTok usage on students' motivation to learn 
English at SMP N 2 Pandan Nauli. Specifically, this study will identify the most effective types 

of content, relevant frequency of use, as well as students' perceptions of TikTok's role as a 

learning medium. The focus of this study is expected to make a scientific contribution to the 

development of technology-based English learning strategies that suit the characteristics of 

the digital generation. Furthermore, the results of this study can serve as a reference for 

teachers, parents, and policy makers in utilizing social media productively to support 

students' learning process. 

METHODOLOGY 

This study uses a descriptive qualitative research design, which aims to describe and 

understand phenomena based on participants' real experiences. As explained by (Vogl et al., 

2019), this design is ideal for studying behaviors and habits in the use of digital media that 
occur naturally in the daily lives of students. This design allows researchers to dig deeper 

into students' meanings, perceptions, and habits when using TikTok to learn English, 

without manipulating any variables. Although the approach was primarily qualitative, some 

quantitative elements (e.g. percentages) were used to show initial trends and frequencies 

within the specific research sample, rather than for broad generalizations. 

The subjects in this study were 7 seventh grade students from SMP Negeri 2 Pandan 

Nauli, North Sumatra. Participants were selected using purposive sampling technique, based 

on specific criteria: students who actively use TikTok and regularly watch English learning 

content (such as English vocabulary, pronunciation, or challenges). According to (Etikan & 

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Bala, 2017), purposive sampling is particularly suitable for qualitative research, as the focus 

is on the quality and depth of information from participants relevant to the topic, rather than 

large numbers. Although the sample size was only 7 people, this number was considered 

sufficient for in-depth qualitative exploration, as each participant provided rich and detailed 

experiences that aligned with the research objectives (Low, 2019). However, it is important 

to note that this limited sample size limits the generalizability of the findings to the wider 

student population. 

Data in this study was collected using the researcher administered an open-ended 

questionnaire consisting of 12 questions through Google Form. The questions aimed to 

explore students' experiences in using TikTok, their motivation in learning, the type of 

content consumed, and how they understand and apply learning from TikTok to the school 

context. The open format allows students to answer freely and according to personal 

experience. To get more in-depth information, the researcher conducted semi-structured 

interviews with some participants. The questions were organized with certain guidelines, 

but still gave room for students to explain more broadly and flexibly. This method is in 

accordance with the opinion of (Aspers & Corte, 2019), which states that this type of 

interview is effective for exploring personal experiences in depth, especially in a digital 

context. As a form of data triangulation, researchers also directly observed several 

educational TikTok accounts that were often mentioned by students, such as @englishhnow 

and @kampunginggriswe. The researcher analyzed the style of content presentation, the 

type of material delivered (e.g. idioms, pronunciation, conversation), as well as user 

responses. This is important to ensure that students' perceptions match the content they 

actually access. 

The data obtained was analyzed using the thematic analysis method, referring to the 

stages developed by (Braun & Clarke, 2021). The process includes: 

• Rereading all data thoroughly to understand its content. 

• Identifying and inductively coding the important ideas that emerged. 

• Categorizing the codes into key themes (such as motivation, comprehension, and 

application). 

• Reviewing and refining the themes. 

• Giving proper names and definitions to each theme. 

• Compiling a report with direct quotes from students as supporting evidence.  

This analysis allowed the researcher to capture recurring patterns of meaning in the 

data, explaining how and why TikTok affects student learning. To ensure the validity of the 

data, the researcher also conducted member checking by presenting a summary of 

preliminary findings to participants for interpretation verification, and source triangulation 

by comparing information from questionnaires, interviews, and content analysis to ensure 

consistency and depth of understanding. 

RESULTS AND DISCUSSION  

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This study aims to determine the extent to which the use of TikTok app can affect 

students' motivation and understanding in learning English. Based on the results of data 

collection from 7 grade VII students at SMP Negeri 2 Pandan Nauli, key findings were 

obtained through open-ended questionnaires and semi-structured interviews. The results 

were analyzed and categorized into two main themes: motivation to learn and 

understanding of English materials, which are then explained in the following table and 

narrative. It is important to note that the percentages presented in the table reflect the 

frequency of responses in this particular qualitative sample (N=7) and are not intended for 

broad generalization, but rather to highlight emerging patterns. 

Table 1.  Aspects of Motivation in English Learning through TikTok 

Aspect Description Result (%) 

Frequency of Use 
Students who use TikTok daily 30 minutes to 1 

hour per day 
68,75% 

Content Type 

Students follow TikTok accounts that contain 

educational content such as vocabulary, idioms 

and conversations. 

87,5% 

Motivation 

Students feel more motivated after accessing 
English learning content on TikTok. 

56,25%  

Some students still feel neutral or hesitant to use 
active English 

43,75% 

Some students prefer learning through TikTok 
over conventional methods 

43,75% 

The average contribution of TikTok to student learning motivation is 60%. 

Notes: Percentages indicate the frequency of responses in the qualitative study sample (N=7) and are 

not intended for generalization to the wider population, but rather to provide an initial overview of 

emerging patterns. 

 

From Table 1, it can be seen that the highest indicator is in Interest in Content (87.5%), 

which indicates that students are very responsive to the learning content on TikTok. This 

strengthens the argument that educational content that is attractively packaged is able to 
build attention and learning engagement. This is in line with the ARCS Model of Motivational 

Design by (Keller, 2017), which emphasizes the importance of four elements in building 

learning motivation: Attention, Relevance, Confidence, and Satisfaction. Interest in the 

content reflects the success of the Attention and Relevance aspects. 

In addition, the Frequency of Use indicator (68.75%) shows that most students access 

TikTok regularly with a duration of 30 minutes-1 hour per day. Digital learning 

environments can support the formation of learning habits when learners consistently 

engage in self-regulated behavior reinforced by timely feedback and adaptive 

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scaffolding(Schnauber-Stockmann & Naab, 2019) . However, the Self-Confidence and Media 

Preference indicator, which only obtained 43.75%, shows that students are still in the 

transition stage from passive content consumers to active language producers. This is in line 

with Bandura's (2020) Self-Efficacy theory, which states that to significantly increase self-

confidence, students need not only vicarious experiences (observing others), but also 

enactive mastery experiences (direct successful performance) and positive social support. 

While TikTok provides exposure and observational learning, it may not sufficiently facilitate 

active language production without additional structured support from a formal learning 

environment. 

Table 2. Understanding Aspects in English Learning through TikTok 

Aspect Description Result (%) 

Understanding 

TikTok is considered to help students 
understand English more easily and 
contextually. 

62,5% 

Some students only sometimes apply what 
they learn from TikTok at school. 

37,5% 

The average contribution of TikTok to students' English understanding is 50% 

Notes: Percentages indicate the frequency of responses in the qualitative study sample (N=7) and are 

not intended for generalization to the wider population, but rather to provide an initial overview of 

emerging patterns. 

In Table 2, Contextual Understanding (62.5%) shows that students are able to relate 

TikTok video content to everyday life. This reinforces the findings of (Wahyuni et al., 2024), 

who argue that learning becomes more effective when students can relate the material to 

real-life contexts, particularly those relevant to their personal and social experiences. Their 

study on the Contextual Teaching and Learning (CTL) model demonstrates that 

contextualizing content enhances student engagement and learning outcomes. 

However, the low Application in School Situations (37.5%) indicates that informal 
learning through TikTok has not been fully transferred into formal contexts such as 

schoolwork. This reinforces the importance of integrating learning across multiple 

environments through a mobile borderless learning approach (Chima Abimbola Eden et al., 

2024) where technology enables the continuity of learning across classroom, informal and 

social environments-bridging formal and informal learning to support learning that takes 

place naturally across time and context.  For example, educators can assign projects where 

students create short TikTok videos explaining grammar concepts or new vocabulary, or 

conduct in-class discussions where students analyze and present educational TikTok 

content they find. This approach will encourage students to actively apply their informal 

knowledge in an academic context. 

Research from UIN North Sumatra lecturers also supports this. For example, research 

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by (Zein et al., 2024) mentioned that students became more enthusiastic and quickly 

understood English vocabulary after watching TikTok educational videos. Likewise, in 

Nasution & Rankuti's (2022) study, students felt more confident speaking English after 

learning through TikTok because they saw real and interesting examples of language use. 

TikTok as a Relevant English Learning Media for Generation Z 

Generation Z is an age group that has grown up with digital technology and social 

media. They have a preference for information that is fast, visual and interactive. TikTok, as 

a short video platform, provides all these elements. Students in this study stated that they 

were more interested and comfortable learning through TikTok compared to traditional 

media such as textbooks. This is consistent with the study of Kukulska-Hulme et al. (2021) 

who explained that microlearning or learning through short content is more effective for 

digital era students because it is in line with their short attention span. 
On the other hand, TikTok allows learning to happen outside the classroom, anytime 

and anywhere. This concept is known as ubiquitous learning. This flexibility makes learning 

not limited by the classroom, and instead more integrated with students' daily lives. 

Improving Motivation Through Independence and Social Interaction 

Motivation is an important element in the learning process. TikTok is able to increase 

student motivation because students can control their own learning process - choosing an 

account, determining viewing time, and learning topics that suit their needs. Based on Self-

Determination Theory (Deci & Ryan, 2020); (Chen & Jang, 2019), intrinsic motivation will 

grow when learners feel in control (autonomy), confident in their abilities (competence), and 

feel socially connected (relatedness). 

TikTok features such as commenting, liking, and sharing videos create social 
interactions that make the learning experience more enjoyable. Students are not only passive 

consumers, but can also become content creators, which increases their sense of ownership 

of the learning process. Some students mentioned that they follow certain educational 

accounts and feel more confident when mastering the material shared. 

Contextualized and Visual-based Comprehension 

TikTok presents English in a contextualized visual and narrative form. For example, 

through vignettes, tutorials, or short dialogs, students can learn vocabulary and sentence 

structures in a real context. This is very helpful for students in understanding the meaning 

as a whole compared to just reading the text. 

Observations of certain educational TikTok accounts frequently mentioned by students, 

such as @englishhnow and @kampunginggriswe, suggest that their effectiveness stems from 
their dynamic short video format, engaging visual elements (e.g., text overlays, simple 

animations), and concise delivery of material. For example, pronunciation tip videos often 

use visual comparisons of tongue or lip positions, while idiom videos are presented in 

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relevant everyday conversation scenarios. Interactive features such as comments also allow 

students to ask questions and receive clarifications, thus fostering a more participatory 

learning environment. 

According to Mayer (2020) in the Cognitive Theory of Multimedia Learning, 

information processing is more effective if it is delivered in visual and verbal formats 

simultaneously. (Fiorella & Mayer, 2021) also added that “dual coding” helps short-term to 

long-term memory transfer. Therefore, learning through TikTok videos has great potential 

to improve comprehension of English materials in a practical and sustainable way. 

However, the data also shows that despite the increased comprehension, students have 

not fully applied it at school. This indicates a gap between informal learning and formal 

learning activities. (Beatty, 2020) developed Hybrid-Flexible (HyFlex) as a learning model 

that gives students great flexibility to choose their own way of learning: in-person, 

synchronous online, or asynchronous online-without losing a meaningful learning 

experience. 

Students' Confidence Still Needs Environmental Support 

Although students understand the content, most of them are still hesitant to speak in 

English. This indicates that passive understanding is not enough to build language 

production skills. According to (Bandura, 2020), self-efficacy will only be formed if students 

get direct experience, positive feedback, and feel safe in trying. 

A supportive learning environment is essential. Teachers need to create an atmosphere 

that encourages students to dare to try speaking, without fear of being negatively corrected. 

Activities such as assignments to make English videos, speaking practice based on TikTok 

videos, and small presentations can help to gradually increase students' confidence. 

TikTok and Digital Curriculum Transformation 

The findings of this study indicate that TikTok can function not only as a supplementary 

learning tool but also as a vital component of a broader digital learning strategy. Within the 

framework of the Merdeka Curriculum, project-based learning aligns well with the 

integration of platforms like TikTok. Teachers can design engaging activities such as having 

students create short educational videos (1–3 minutes) to explain grammar points, 

vocabulary, or idiomatic expressions using real-life examples. Another option is assigning 

English video journals, where students regularly reflect on their language learning 

experiences, challenges, and progress through brief video entries. 

Additionally, educators can incorporate TikTok content into classroom discussions by 

selecting relevant educational videos and encouraging students to analyze vocabulary, 
delivery techniques, or the clarity of explanations. Weekly language challenges can also be 

introduced, prompting students to use targeted vocabulary or expressions creatively in their 

own TikTok videos. These strategies not only foster motivation and engagement but also 

help students view English as an integral and practical part of their everyday digital 

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environment. 

Theoretical and Practical Implications 

Theoretically, this research reinforces that contemporary learning theories such as 

Self-Determination Theory (Deci & Ryan, 2020), Cognitive Multimedia Learning (Fiorella & 

Mayer, 2021), and Seamless learning via mobile devices continues to be relevant and 

applicable in today's technology-driven educational landscape. Recent studies (Setyowati, 

2021) emphasize that seamless integration between formal and informal learning spaces-

facilitated by mobile and digital technologies-can significantly improve student engagement 

and learning continuity across multiple environments.. 

Practically speaking, teachers and educational institutions need to adopt a more 

flexible and adaptive approach, utilizing digital platforms that are already part of students' 

daily lives. TikTok, as part of students' digital ecosystem, if used wisely, can be a bridge 
between entertainment and education. 

CONCLUSION  

This study investigated the impact of TikTok on English learning motivation among 

grade 7 students at SMP Negeri 2 Pandan Nauli. The findings show that exposure to English 

educational content on TikTok significantly increases students' learning motivation. The 

visually appealing, interactive and easy-to-understand short videos, especially those 

focusing on vocabulary, idiomatic expressions and pronunciation, effectively captured 

students' interest and built confidence in the contextual use of English. While TikTok serves 

as a powerful supplementary tool to foster intrinsic motivation that aligns with digital native 

learning styles, its effectiveness depends on the quality of the content and students' active 

integration of informal learning into their routines. Therefore, TikTok has strong potential 
to increase learning engagement if strategically combined with formal educational 

approaches. 

The study found that while students were motivated and actively engaged through 

TikTok, their ability to apply what they learned in formal classroom settings remained 

limited. This highlights the need for strategic integration of informal learning tools into 

structured education. For teachers, TikTok can serve as a supplementary resource to boost 

student interest. Educators are encouraged to use curated or self-created educational videos, 

facilitate in-class analysis of TikTok content, or assign speaking tasks modeled after its short 

video format. 

In terms of instructional design, TikTok can be incorporated into project-based 

learning activities such as student-created videos, vocabulary challenges, or reflective video 
journals. These approaches promote active learning and help connect informal engagement 

with curriculum goals. For schools and policymakers, it is essential to acknowledge the role 

of platforms like TikTok in modern learning. Institutions should offer digital literacy training, 

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establish usage guidelines, and support the responsible integration of such tools into 

blended or hybrid learning models. 

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