Tiktok as a Language Learning Media: Investigating Students’ Motivational Factors to Learn English at Tadulako University

Marsandah Marsandah, Budi Budi, Maghfira Maghfira, Mochtar Marhum

Abstract


This study examines students' motivation to use TikTok as a language-learning medium and explores how the quality of TikTok content influences their motivation to learn English. The focus is on intrinsic motivations such as enjoyment, curiosity, and personal interest, as well as extrinsic motivations such as academic goals, career preparation, and social recognition. A qualitative research design was chosen, comprising interviews with three students in the English Language Teaching program at Tadulako University. The results showed that the participants used TikTok because of its short, engaging, and interactive video format, which made learning more entertaining and less formal. Intrinsically, they experienced increased interest and satisfaction when engaging with creative English content. Extrinsically, they were motivated by the desire to improve their language skills, achieve academic success, and prepare for a future career as an English teacher. Furthermore, the findings indicated that the quality of TikTok content significantly influenced students' motivation. Clear, concise, and well-structured learning content promotes understanding and confidence, while content that was overly entertainment-oriented or unclear can reduce learning effectiveness. Overall, the study concluded that TikTok could serve as a supportive learning medium when students intentionally selected high-quality educational content to support their language learning goals.


Keywords


Tiktok; Language Learning; Motivation; Social Media Learning; English Learning

Full Text:

PDF

References


Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Routledge.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chen, L., & Li, X. (2023). Social media engagement and language learning motivation among Generation Z learners. Journal of Educational Technology & Society, 26(2), 45–58.

Davis, R., Smith, J., & Brown, K. (2023). Evaluating the educational quality of short-form video content in language learning. Computers & Education, 190, 104620. https://doi.org/10.1016/j.compedu.2022.104620

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Guo, Y. (2023). Digital tools and student engagement in higher education: A systematic review. Educational Technology Research and Development, 71(3), 1125–1143.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge.

Park, S., & Lee, H. (2023). Comparing formal and informal digital learning platforms in EFL contexts. Language Learning & Technology, 27(1), 78–95.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Smith, A., Johnson, P., & Williams, L. (2021). Edutainment and student motivation: The role of short video platforms in language learning. Journal of Applied Linguistics, 18(4), 233–250.

Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11–24). Multilingual Matters.

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271–360.

Wang, T., Zhang, Y., & Liu, H. (2024). Motivation and academic achievement in second language learning: A meta-analysis. System, 118, 103102. https://doi.org/10.1016/j.system.2023.103102

Zhang, Q., & Yu, Z. (2023). Algorithm-driven content and its impact on learning engagement in social media environments. Computers in Human Behavior, 140, 107565.




DOI: https://doi.org/10.31004/jele.v11i2.2285

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Marsandah Marsandah, Budi Budi, Maghfira Maghfira, Mochtar Marhum

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.