Arab Educational Information Network

Since the shift in paradigm in higher education from traditional (face-to-face) instruction to E-learning; social media, including TikTok, serve as online means for teaching and learning across different fields, encompassing EFL. Accordingly, the present research explores EFL teachers’ views and students’ attitudes towards the use of TikTok as a form of microlearning in the department of English at MMUTO. In order to achieve the purpose of this research; Davis’ (1989) Technology Acceptance Model has been relied on as a theoretical foundation. In This exploratory study, a mixed-methods research has been employed to collect and analyse data. In what concerns data collection instruments; a questionnaire has been randomly distributed to a total of 40 students (10 per each level of study L1, L2, L3 and M1) along with a structured interview conducted with 11 randomly selected teachers of the same department. The collected data have been analysed using the descriptive statistical method for quantitative data and the qualitative content analysis for the qualitative ones. The findings of the interviews have revealed that most EFL teachers consider TikTok as an advantageous and helpful tool that facilitates English language learning. The results of the questionnaire show that most students have expressed a positive attitude towards using TikTok to learn English and have confirmed that their language skills have improved using TikTok. The last finding demonstrates that perceived usefulness and ease of use are critical factors that influence EFL students’ acceptance or rejection of TikTok. (Author’s abstract)