The Acceptance of TikTok as a Tool for EFL Learning among High School Students in China

Abstract

The integration of digital platforms into education has increased rapidly, especially with the rise of social media applications. TikTok has been particularly noteworthy and has received attention for its potential in educational settings, including English learning. Traditional teaching methods may not meet the changing needs of Generation Z students, who prefer more dynamic and rich learning experiences. This empirical study investigated the factors influencing high school students' acceptance of TikTok as an English as a Foreign Language (EFL) learning tool. The study utilized a quantitative research design and used a questionnaire to collect data from a sample of students. The main variables studied included perceived ease of use, perceived usefulness, motivation, social influence, and potential barriers such as digital distractions and content quality. The results suggest that TikTok's simple and easy-to-understand interface and engaging learning model have a positive effect on students' motivation and ease of learning. However, concerns remain about the entertainment-cantered nature of its platform and whether the educational videos are of high quality. The study concludes that while TikTok can be a useful complementary tool for EFL learning, structured instruction is essential to maximize its educational potential.