EFL Undergraduates' Perceptions of TikTok as a Supplementary Speaking Skills Tool in Cambodia
BELTEI International University
DOI:
https://doi.org/10.56943/jssh.v5i4.1071This study examined how first-year EFL undergraduates in Cambodia perceive and use TikTok as a supplementary tool for developing English-speaking skills. It investigated students' perceptions of TikTok for speaking improvement, the ways they use the platform for speaking practice, and the perceived effectiveness of TikTok for fluency, pronunciation, and confidence. A quantitative survey design was adopted. Data were collected through a five-section questionnaire administered to 132 first-year students at a university in Phnom Penh, and the sample size was determined with Cochran's formula adjusted by the finite population correction for a population of 200. A pilot test with 30 students produced a Cronbach's alpha of 0.981. Descriptive statistics were used for analysis. All six dimensions fell within the neutral range (M = 2.71 to 3.49), with technological factors rated highest (M = 3.49, 59.70% agreement). Most respondents followed English-learning accounts (91.7%), and 68.2% agreed that short videos helped them understand English quickly. Practice was mainly receptive, since 60.6% watched and imitated English-speaking creators while only 11.4% created English videos. Agreement was lower for improved fluency (48.50%), speaking confidence (45.50%), and reduced speaking anxiety (41.70%). These results indicate an exposure-production gap in which accessible input and enjoyment do not readily become spoken output. TikTok is therefore best used as a complementary resource within structured speaking instruction that requires learners to produce, share, and respond to spoken content.
Keywords: Cambodia EFL Undergraduates Speaking Skills Supplementary Tool TikTok
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