The Pedagogical Potential Of English-Language Tiktok Content For Students’ Self Confidence And Speaking Ability: A Survey Study

Budhi, Dita Farisa Setyo (2025) The Pedagogical Potential Of English-Language Tiktok Content For Students’ Self Confidence And Speaking Ability: A Survey Study. Masters (S2) thesis, UIN Syekh Wasil Kediri.

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Abstract

This study investigates the pedagogical potential of English-language  TikTok content in enhancing students’ self-confidence and speaking ability. Many  students, particularly in their early semesters, face significant challenges in  speaking English due to limited exposure, anxiety, and lack of self-assurance. As  speaking is a critical component of language competence, innovative methods are  necessary to support students in developing this skill. TikTok, as a widely used  social media platform, provides accessible English-language content that is  authentic, relatable, and engaging. Through short videos, learners can observe  natural language use, gain exposure to native-like pronunciation, and absorb new  vocabulary and expressions in context. Using a survey study, this research collected data from 147 English  Literature and English Education students in their first and second semesters.  Quantitative data were gathered through close-ended questionnaires, while  qualitative insights were obtained from open-ended responses.  The findings indicate that TikTok content positively influences both self- confidence and speaking performance. Students reported reduced anxiety,  increased motivation, and greater comfort in speaking English after engaging with  TikTok videos. Many students also acknowledged using TikTok as a learning  resource to prepare for presentations, enhance pronunciation, and generate speaking  ideas. Overall, the study concludes that English-language TikTok content can  serve as an effective informal learning tool that complements formal classroom  instruction. It encourages students to practice speaking consistently and confidently  in low-pressure environments. The results highlight the importance of integrating  relatable digital content into language learning practices, especially for beginner- level students. Educators, learners, and content creators are encouraged to consider  the educational value of social media as part of modern language pedagogy. This  study also opens avenues for future research on the role of digital platforms in  second language acquisition.

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