English Teachers' Self-Perceptions and the Effectiveness of Using TikTok to Enhance Speaking Skills in Young ESL Learners: A Systematic Review Paper

Abstract

Social Networking Sites (SNSs) have emerged as the most convenient means of language learning, particularly during the COVID-19 pandemic, which prompted educators worldwide to adopt them for teaching English. SNSs are integrated into English Language Teaching (ELT) to establish connections with students, considering their strong presence on social media platforms. Notwithstanding government support, both teachers and pupils faced a slew of unexpected problems during the online teaching and learning process.Today's generation is adaptable to the constant innovations and changes in SNSs, but teachers have varied perceptions regarding the use of SNSs in ELT. Engaging with SNSs in teaching requires considerable effort from teachers in terms of time, emotions, and mental well-being, driven by their dedication to educating students. While there are numerous studies on students' perceptions of using SNSs for learning English, there is a scarcity of research on teachers' perspectives. Therefore, this systematic review focuses on teachers' perception of using TikTok for learning English and evaluates its effectiveness in the teaching and learning process. Employing the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 34 relevant articles from the years 2021 to 2023 were identified through Google Scholar databases, following specific inclusion and exclusion criteria. The results of these articles primarily emphasize the effectiveness of TikTok in teaching speaking skills in ELT. Many authors provide empirical evidence to support teachers' perception of TikTok and its impact on students' performance outcomes.