Motivational Orientation in English Language Learning among Tiktok Users

Indah Permata Sari, Ririn Syahriani, Faridawati Faridawati

Abstract


The growing use of TikTok in English language learning highlights the need to understand learners’ motivational orientations. However, research examining TikTok users’ motivation through Gardner and Lambert’s integrative and instrumental orientations remains limited in the Indonesian context. This study analyzed the motivational orientations of 172 active undergraduate TikTok users aged 18–22 at a private university in Indonesia. Using a descriptive quantitative design, data from a 15-item questionnaire were analyzed through SPSS using validity and reliability tests, descriptive statistics, an Independent Samples t-test, One-Way ANOVA, and Tukey HSD. All items were valid, and the instrument was reliable (Cronbach’s Alpha = 0.882). Integrative Orientation (M = 3.27, SD = 0.37) was slightly higher than Instrumental Orientation (M = 3.21, SD = 0.40). Females scored significantly higher in both orientations, while age differences were significant only for Instrumental Orientation. Overall, TikTok supported both orientations, with Integrative Orientation slightly more prominent.

Keywords


TikTok; English Language Learning; Motivational Orientation; Integrative Orientation; Instrumental Orientation.

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DOI: https://doi.org/10.31004/jele.v11i5.3250

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