Teachers' and Pupils' Perceptions on Using Tiktok to Enhance ESL Pupils' Speaking Skills: A Literature Review

Abstract

Sustainable Development Goal (SDG) 4 places a strong emphasis on high-quality education which promotes the use of technology in the classroom to enhance learning. Malaysia, as one of the top nations in educational reform, supports this goal by developing Digital Education Policy (DEP). Developed by the Ministry of Education (MoE), this policy outlines the aim to create a competitive, digitally fluent generations. Other than DEP, Malaysia's curriculum Common European Framework of Reference for Languages (CEFR) places particular emphasis on the speaking competence component in order to guarantee that students reach global standards. This is in line with the Malaysia Education Blueprint (2013–2025), Malaysia promotes the use of technology to improve educational outcomes especially mastering English Language while maintaining the proficiency of Bahasa Melayu through various strategic shifts. Since speaking is vital, there have been numerous efforts to incorporate technology into language teaching and learning. One such endeavor makes use of TikTok, the most well-known and up-to-date platform. Additionally, a number of studies have examined the benefits and drawbacks of TikTok in educational settings. Hence, this study explores the literature review on both the potential benefits and drawbacks of integrating TikTok as a tool to enhance speaking skills among ESL pupils. The aim is to provide a comprehensive understanding of how this popular social media platform can be utilized to improve language proficiency, specifically speaking skills, while addressing common concerns associated with its use.