The Role of Tiktok in Promoting Arabic Language Learning Among Millennials and Gen Z

This paper discusses the contribution of TikTok to Arabic language learning among Millennials and Gen Z as a way to address the increasing problem related to the involvement of young learners in formal language education. This problem is caused by a kind of disconnect between traditional Arabic learning and how these two tech-savvy Generations would want. The present study aims to explore how TikTok, as a social medium platform, can enable informal language acquisition-especially vocabulary and pronunciation-while affording more interactive and autonomous learning experiences. Using a mixed methods approach, both surveys and interviews were conducted to collect data from participants who were active users of TikTok for language learning. A sample of Millennials and Gen Z users was drawn, reporting using TikTok as part of their Arabic language learning routine. The quantitative data was analyzed statistically, while the qualitative data was subjected to a thematic analysis in order to capture the experiences and perceptions of the participants. The results have shown that TikTok supports informal learning very effectively through the short videos, gamification elements and interaction with peers and significantly improves language retention and engagement. These findings corroborate Social Learning Theory and Self-Determination Theory because learners appear motivated by the interactive and autonomous features inherent in the platform. Implications drawn from this study reveal that educators of languages and programs could make use of a social medium outlet like TikTok to supplement conventional learning methods and, in so doing, create more engaging and dynamic learning environments. It is also desirable that future research investigates the role of TikTok in teaching more advanced aspects of language learning, such as grammar and cultural context, and extending its demographic reach to older learners.