• Pitchaporn Opas Chiang Mai Rajabhat University


TikTok, English listening and speaking, EFL learners


This research aimed 1) to investigate the efficiency and effectiveness of TikTok video lessons to improve students’ English listening and speaking skills and 2) to explore students’ opinions on the implementation of TikTok in the learning process. The sample was randomly divided into two groups, one control group and one experimental group. Each group consisted of 21 non-English major students. They enrolled in the English for Work course (ENG1603) in the second semester of the academic year 2022. The control group was given a traditional method while the experimental group was implemented by using TikTok application as a supplementary teaching material. The research instruments included TikTok video lessons, an English speaking and listening test, a questionnaire, and interview questions. The quantitative data were statistically analyzed for t-test, mean, standard deviation, and percentage, whereas the qualitative data from the interview was analyzed based on content analysis.            

The findings showed as follows.           

1. The efficiency of TikTok video lessons to improve students’ English listening and speaking skills was 81.11/85.00, which was higher than the 80/80 efficiency criteria. Furthermore, the post-test mean of the experimental group was significantly higher than that of the control group. It could be summarized that using TikTok as a supplementary tool in teaching English could significantly promote the EFL learners’ English listening and speaking performance.          

2. The level of the students’ opinions on the use of TikTok in the learning process was at the highest level. The majority of the students responded positively to the use of TikTok as a supplementary material in the English listening and speaking lesson


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