Exploring Student’s Perspectives and Practices: Using TikTok in the Context of Sophomore EFL Speaking 4 Learning at Van Lang University





TikTok, speaking skills, perceptions, benefits, drawbacks


Nowadays, TikTok is one of the most popular online applications. TikTok has recently been a helpful tool in facilitating teaching speaking skills. More researchers are exploring the teaching application of TikTok in speaking classes. This study is designed as mixed-method research that explores VLU second-year English-major students’ perceptions of using TikTok to learn speaking skills. With the help of two research instruments: interviews and questionnaires, the results showed that students agree that TikTok positively impacts speaking skills. Furthermore, TikTok can be implemented in Speaking 4 classes as an additional tool to facilitate students' speaking skills outside the classroom.

Author Biographies

  • Nguyen Thi Thanh Van, Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam

    Nguyen Thi Thanh Van is graduated from the Faculty of Foreign Languages of Van Lang University in Ho Chi Minh City, Vietnam. Her research interests are collaborative writing and social media use to enhance English vocabulary. Nguyen Thi Thanh Van is now working for Mercury Education and Training Joint Stock Company, Vietnam.

  • Tran Thi Thanh Mai, Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam

    Tran Thi Thanh Mai, an EFL lecturer at Van Lang University, has been teaching English for more than twelve years. As an EFL lecturer and material writer, she has published extensively on various EFL issues both nationally and internationally. Her current professional interests include techniques and approaches in teaching, literature learning, and play activities.


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Research Article

How to Cite

Nguyen, T. T. V., & Tran, T. T. M. (2024). Exploring Student’s Perspectives and Practices: Using TikTok in the Context of Sophomore EFL Speaking 4 Learning at Van Lang University. International Journal of TESOL & Education, 4(2), 160-182. https://doi.org/10.54855/ijte.24429

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