TIKTOK GENERATION MEETS ENGLISH EDUCATION: RETHINKING LEARNING MODELS FOR MODERN STUDENTS
Keywords:
TikTok Generation English Language Education Digital Learning Microlearning Learner-Centered LearningAbstract
The rapid advancement of digital technology has transformed the characteristics, learning preferences, and educational expectations of contemporary learners. This study aims to examine the implications of the emergence of the TikTok Generation for English language education and to explore the necessity of rethinking learning models for modern students. Employing a qualitative library research design, the study systematically reviewed scholarly literature on digital learning, social media-based education, TikTok-mediated learning, microlearning, and English language teaching. Data were collected from peer-reviewed journal articles, books, conference proceedings, and academic reports published between 2018 and 2025 and analyzed using qualitative content analysis and thematic synthesis. The findings reveal that contemporary learners demonstrate high levels of digital literacy, preference for visual and interactive content, demand for personalized learning experiences, and engagement in collaborative online learning environments. Traditional English language learning models characterized by teacher-centered instruction, textbook dependence, and limited technology integration are increasingly inadequate in addressing these characteristics. The study further identifies TikTok as a catalyst for educational innovation through its support for microlearning, authentic communication, learner-generated content, and collaborative learning practices. The study concludes that English language education should adopt more learner-centered, technology-enhanced, flexible, and interactive learning models to remain relevant in the digital era. Such transformation can contribute to the development of communicative competence, creativity, critical thinking, and digital literacy among modern learners.
Downloads
References
Bearman, M., & Dawson, P. (2023). Qualitative synthesis in educational research. Routledge.
Booth, A., Sutton, A., & Papaioannou, D. (2024). Systematic approaches to a successful literature review (3rd ed.). Sage Publications.
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. Sage Publications.
Chou, P. N., & Lee, Y. H. (2025). TikTok-mediated language learning and digital literacy development among EFL learners. Journal of Educational Technology & Society, 28(1), 45–59.
Committee on Publication Ethics (COPE). (2023). Core practices. https://publicationethics.org/core-practices
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications.
Escamilla-Fajardo, P., Alguacil, M., & López-Carril, S. (2024). Educational uses of TikTok in higher education: A systematic review. Education and Information Technologies, 29(3), 3145–3164.
Flick, U. (2022). An introduction to qualitative research (7th ed.). Sage Publications.
Grant, M. J., & Booth, A. (2023). Reviewing the literature: A critical approach to evidence synthesis. Sage Publications.
Hug, T. (2017). Didactics of microlearning: Concepts, discourses and examples. Waxmann Verlag.
Khlaif, Z. N., Salha, S., & Kouraichi, B. (2024). Digital learning environments and student engagement in social media-based education. Journal of Educational Computing Research, 62(2), 387–406.
Kohnke, L., Zou, D., & Zhang, R. (2023). Exploring TikTok for language learning: Opportunities and pedagogical implications. RELC Journal, 54(2), 401–415.
Major, A., & Calandrino, T. (2023). Microlearning in higher education: Enhancing engagement and retention. International Journal of Educational Technology in Higher Education, 20(1), 1–17.
Merriam, S. B., & Tisdell, E. J. (2025). Qualitative research: A guide to design and implementation (5th ed.). Jossey-Bass.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
Richards, J. C. (2024). Exploring emotions in language teaching. Cambridge University Press.
Schreier, M. (2021). Qualitative content analysis in practice (2nd ed.). Sage Publications.
Shail, M. S. (2024). Microlearning and learner engagement in the digital age. Education Sciences, 14(2), 145–160.
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339.
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(45), 1–10.
Wang, X., & Huang, Y. (2023). TikTok-assisted English language learning and student engagement in EFL classrooms. Computer Assisted Language Learning, 36(7), 1458–1478.
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112.
Zhao, L., & Yang, J. (2024). Short-video platforms and second language acquisition: Evidence from TikTok-based learning environments. Language Learning & Technology, 28(1), 75–94.
