english language on the move: exploring Gen Z student's prespectives on tiktik as a learning toole and the pedagogical approaches of content ceators

Abstract

In recent years, TikTok is no longer associated with entertainment only, it is now addressing interesting topics and directed towards important fields, such as education. Several studies have focused on this subject to show the effectiveness of TikTok in education. They have used various contexts and research methods. However, few studies focused on the Algerian setting. This is why this current study investigates the perspectives of EFL Gen Z students about the use of TikTok as a learning tool and the process of content creation. The platform became a teaching tool where many content creators are producing and publishing content, especially aspects of the English language. This study explores how TikTok content creators are presenting their teaching educational content on the platform. In order to answer the research questions, a mixed method study was conducted to collect data. The instruments of data collection are an online questionnaire that consists of both open and closed-ended questions delivered to Master one and two students from “Didactics and Applied Languages” and “Literature and Civilization” specialities at the University of Ain Temouchent - Belhadj Bouchaib, Algeria. The second data collection method is transcription of the selected TikTok videos. The data were examined using descriptive statistical analysis, thematic analysis and discourse analysis. The findings show the EFL learners have positive feedback about the concept of TikTok English language educational videos, but they were skeptical about being future content creators still using GTM and teacher-based approaches with full absence of creative teaching approaches, such as flipped classroom or project based learning. Creators often employ code switching and use engaging hooks at the beginning of their videos to capture attention. While students appreciate TikTok as an innovative learning tool, they continue to consider the classroom as an important and irreplaceable learning space. These findings show the importance of classroom teaching but do not discard the effectiveness of TikTok as a learning tool in supporting EFL education in Algeria.