Students’ Perspectives on using TikTok for Attention-Getter Videos in Oral Presentations

Abstract

Amid rapid technological advancement and the increasing adoption of student-centred pedagogical practices, short-video platforms such as TikTok have gained growing attention in language education, particularly for speaking-related activities. Previous studies have largely examined TikTok for vocabulary learning and learner motivation, yet limited research has explored its use in structured oral presentation tasks, particularly attention-getter activities. This study explores undergraduates’ perspectives on using TikTok to produce an attention-getter video for an oral presentation task in a higher education context. Adopting a qualitative exploratory design, data were collected from 33 undergraduates selected through purposive sampling using an open-ended survey administered one day after task completion. The responses were analysed thematically using multimodal theory and social learning theory as the analytical frameworks to interpret how participants engaged with visual, auditory, and linguistic elements on the platform. The findings indicate that students generally perceived TikTok as supportive of oral presentation preparation, particularly in enhancing confidence, generating ideas for attention-getter strategies, and enabling rehearsal through repeated recording. Participants also valued the platform’s multimodal affordances, including editing tools, music, and visual effects. However, several challenges were reported, including technical constraints such as internet connectivity and data usage, limited editing skills, difficulties in content creation, and affective concerns related to self-recording and peer judgement. Overall, the study suggests that TikTok can function as a meaningful supplementary instructional tool for oral presentation preparation when supported by clear pedagogical design and instructional scaffolding.