Motivational Orientation in English Language Learning among Tiktok Users
Abstract
The growing use of TikTok in English language learning highlights the need to understand learners’ motivational orientations. However, limited research has examined TikTok users’ English learning motivation through Gardner and Lambert’s integrative and instrumental orientations in the Indonesian context. This study aimed to examine the motivational orientations of undergraduate TikTok users and compare their integrative and instrumental orientations across gender and age groups. A descriptive quantitative design was employed with 172 undergraduate TikTok users aged 18–22 at a private university in Indonesia who actively used TikTok for English learning. Data were collected using a 15-item questionnaire and analyzed using validity and reliability tests, descriptive statistics, an Independent Samples t-test, One-Way ANOVA, and Tukey HSD. The instrument demonstrated good reliability (Cronbach’s Alpha = 0.882). Integrative Orientation (M = 3.27, SD = 0.37) was slightly higher than Instrumental Orientation (M = 3.21, SD = 0.40). Female participants reported significantly higher levels of both orientations, while age differences were significant only for Instrumental Orientation. Overall, the findings indicate that TikTok supports both integrative and instrumental motivations for English learning, with integrative motivation showing a slightly higher mean.
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DOI: https://doi.org/10.31004/jele.v11i5.3250
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