From intention to confidence: the experience of developing engaging ESL TikTok videos

The intention behind teaching is vital because it influences how educators approach their tasks, which in turn directly impacts student engagement, learning outcomes, and the overall success of the educational process. Having a clear intention directs teachers’ instructional practices and shapes the educational experiences of their students. This study examines the process of the formation of confidence among teachers who create engaging ESL TikTok videos beginning from their initial intention. In-depth, semi-structured interviews were conducted with four English teachers; a secondary school teacher who is a national, Best of Education TikTok award winner; a primary school teacher who is a Ministry of Education (KPM) ‘Edufluencer’; a Sixth Form college teacher who is also a KPM ‘Edufluencer’; and a tuition centre teacher with an online learning app. Data were analysed using the thematic analysis method.The study found that such teachers who created TikTok videos have noble intentions that differ from traditional teaching methods. They acquire a higher sense of courage to counter negative perceptions among traditionalists. This courage is built upon the belief that there is no need to worry about what others will say about the video produced due to the confidence that the video fulfils the noble intention. Confidence begins to build from the initial success of creating and posting a TikTok video. This study addresses a significant research gap by examining language teachers’ use of TikTok, with a special focus on the educational philosophy of language pedagogy in creating multimodal content. The study's implication suggests improved student engagement, among others.