TIKTOK’S ROLE IN LEARNING ENGLISH VOCABULARY FOR ENGLISH AS A FOREIGN LANGUAGE (EFL) LEARNERS

 

Vocabulary is one of the basic competencies for English students in their field. In able to be successful in the four skills of English, listening, speaking, reading, and writing, students need to have vocabulary mastery (Rahman, 2021). Richard and Renandya (2002), as cited in Asyiah (2017), also noted that learning vocabulary as a foreign language learner is a crucial part of the process of learners enhancing their language proficiency. Without learning vocabulary, students will experience difficulty improving their English skills, directly impacting their English language achievement. A lack of vocabulary will lead to communication difficulty, and it will interfere with students’ learning other skills in the English language. 

Students’ vocabulary level and understanding could be affected by various factors in the learning process, such as the learning strategies used, learning media, and students’ internal factors. Lutfiyah et al. (2022) noted in their research on students’ perception of the obstacles in learning vocabulary that those factors can be solved by some strategies, one of them is learning vocabulary through listening to music and watching videos.  However, in some situations, the existing strategies of watching videos lead students to boredom due to the lack of engaging content provided by the educators. Using the same platform continuously causes its attractiveness to decrease, impacting students’ learning interests. According to (Rahman, 2021), it also noted that the issue is that the learning media or process itself is a bit dull. When students are presented with lengthy text or videos, they tend to lose interest and get bored with the lesson. The students showed a lack of motivation to learn new vocabulary when presented with unfamiliar words from the texts.

Technology has significantly improved and created new discoveries with useful functions in this modern era. Technology has been significantly impacted by the ongoing process of modernization. One of the fields experiencing the most rapid growth is social media. In this era, social media is used in almost every activity, including long-distance communication, exchange of information, school learning, and so on. Many social media platforms are now expanding rapidly and being used extensively in various contexts, with the TikTok platform being a recent example. Released in 2016, the TikTok application by ByteDance enables users to create and share short videos, which are currently becoming increasingly popular in the digital age (Bernard, 2021; Nguyen & Tran, 2024). Indonesia has become the second-most TikTok user since 202, which has reached 109.9 million people based on the World Population Review ranking. It is possible that in 2024, more people will use the platform to get wider (worldpopulationreview.com, 2024). 

TikTok’s educational potential has been highlighted in various studies. Bernard (2021) found that many teachers have used TikTok platforms to establish their own videos to explain complicated material, explain rules, and share students’ task instructions.  Teachers will have no difficulty downloading and sharing the video with their students, thus facilitating the learning process. This approach has the beneficial effect of improving students' ability to learn in an accessible manner. The variety of engaging content on TikTok contributes to an enhanced learning experience using unique features that facilitate students' access to information (Choo and Khalid, 2024). In Indonesia, many users, including EFL students, have used TikTok for many purposes, especially to learn a language, focusing on vocabulary learning (Usman, 2024). The use of technology, such as TikTok, facilitates English Vocabulary learning mastery through a natural learning process. The (Alghameeti, 2022) research confirmed that using TikTok helps learners remember new vocabulary and understand how to use it. In learning vocabulary, TikTok is a great tool for students to help them understand the meaning of vocabulary and become enthusiastic about the process of learning new words. The illustrations and voice-overs in TikTok learning videos are effective in helping students’ ability to convey the meaning of vocabulary with greater ease (Usman, 2024). Moreover, learners have the option of reopening saved videos to assist in recalling words. They may choose to pause or mute the sound when necessary. Some TikTok videos feature English songs with lyrics or movie scenes with original and translated subtitles, facilitating the acquisition of new vocabulary through listening, reading, or even mimicking the videos. This facilitates the effective memorization of new words and the discovery of new vocabulary (Alghameeti, 2022; Choo and Khalid, 2024; Bernard, 2021). According to Usman (2024), it can be reasonably concluded that students who utilize TikTok videos may experience a greater level of enthusiasm for the learning process, particularly when it comes to understanding and using English vocabulary. This is due to the fact that the English-language content available on TikTok can be accessed at the user's own convenience, in a flexible way that suits their needs, and at a pace that's comfortable for them.

In the context of the technological era, TikTok has been identified as a valuable tool for advancing educational initiatives when employed as a social media platform, as an avenue for online learning, and as a means of enhancing communication and technological abilities (Nor Eleyana Abdullah et al., 2023).  It is anticipated that educators will be able to utilize technology platforms, such as TikTok, in a constructive manner to enhance students' English proficiency, particularly in vocabulary. Vocabulary is an essential aspect of the English language that enables effective communication in practical settings (Usman, 2024).  

According to the positive impact of TikTok as an educational tool from the existing research, it can be concluded that TikTok has good potential as a new learning medium to be the solution for students who lack interest in long-duration videos and the same platform. Students can access social media platforms like TikTok to exchange information and entertainment. Additionally, TikTok spends a significant portion of its time entertaining itself. 

Vocabulary is one of the most essential components before learning other English skills, as it forms the basis for language development (Mutaat & Darmawan, 2022; Anumanthan & Hashim, 2022). According to Lutfiyah et al. (2022) and Khan et al. (2018), vocabulary is one of the most important elements of language. Similarly, Novianti (2016) highlights that learning vocabulary is a major concern in foreign language learning. Furthermore, Alqahtani (2015) emphasizes that teaching vocabulary, one of the most discussed aspects of teaching English as a foreign language, plays an important role in mastering the four language skills and should be considered a necessary language component. Additionally, Aisyah (2017) states that students believe vocabulary teaching and learning are essential because they enhance their enjoyment of learning and using English. According to Roger (2005), vocabulary is important for students and is even more essential than grammar for communication, especially in the early stages of learning. At this stage, students are motivated to learn basic words that they need to use in the language (as cited in Lutfiyah et al., 2022).

Hatch and Brown (1995) divide vocabulary into two types: receptive vocabulary and productive vocabulary. Receptive vocabulary refers to words that learners recognize and understand in context, such as in reading, but cannot use in speaking or writing. Productive vocabulary includes words that learners understand, pronounce correctly, and use effectively in speaking and writing. It builds on receptive vocabulary with the ability to appropriately use words (as cited in Lutfiyah et al., 2022).

Alqahtani (2015) concluded that vocabulary is the total number of words required to communicate ideas and express the speaker's meaning, which is why learning vocabulary is important. Teaching vocabulary is also one of the most discussed aspects of teaching English as a foreign language.

Nation (1990) explains the importance of vocabulary language as, "Vocabulary is not an end itself. A rich vocabulary makes the skills of listening, speaking, reading and writing easier to perform." Thus, mastering vocabulary allows learners to focus more effectively on higher levels and other aspects of foreign language development (as cited in Khan et al., 2018).

Asyiah (2017) highlights the importance of vocabulary learning, emphasizing that it helps students solve problems when encountering unfamiliar words, boosts their motivation to learn and use English, and encourages them to test their vocabulary mastery. Students acknowledged that vocabulary learning should take place in the classroom as it aids in developing their cognitive skills (e.g., understanding English texts and monologues), affective skills (e.g., increasing motivation to learn and use English), and behavioral skills (e.g., making conversations and constructing sentences). Additionally, students preferred using metacognitive strategies, where they could choose the media they liked to store vocabulary. This approach, often linked to increased motivation, created a positive learning atmosphere, with media such as songs and movies particularly helping them retain vocabulary in long-term memory.

Based on these findings, it is suggested that English teachers pay more attention to vocabulary instruction and teach students various strategies to enhance their vocabulary mastery. This would allow students to choose the strategy or learning method that gives the most effective impact on their vocabulary development. Furthermore, allowing students to make their own choices will make them familiar with the various vocabulary learning strategies, both for knowing and understanding word meanings and for gaining more vocabulary knowledge for students’ long-term memory.

Effective teaching or learning methods are the most needed in the English learning process. As Khan et al. (2016) state, it has been noted that to ensure effective teaching, an approach that is systematic and logical is required to create a various learning environment for the students. The research concludes that social media is a basic media used through smart electronic devices that have various types to help people regularly share information. Similarly, according to Arumugam et al. (2020) and Khan et al. (2016), social media is an important tool that provides opportunities for learners to learn the English language. Teachers are able to use social media as a tool to create language learning media for students. In his research on “The role of social media in development of English language vocabulary at university level”, he concludes that social media facilitates English learners in learning for a longer time in terms of their ability to use English without unsureness compared to when students use textbook for their learning media (Khan et al., 2016).

The research findings by Arumugam et al. (2020) indicate that undergraduate students view social media as a suitable tool for instructors to interact with students about course and learning content. They also perceive social media as an effective tool for lecturers to engage with undergraduate students. Furthermore, the research highlights the reliability of social media as an educational tool for sharing educational materials that can benefit student learning. Students would suggest their teachers apply social media for teaching English and would recommend their fellow students use social media for learning English, particularly for sharing course material, teaching aids and exams. All respondents felt that social media enabled them to learn some new words in English. Social media give more experiences and easy way in learning words, making it more effective for long-term retention. Social media functions allow users to exchange educational information, and many agree that using social media is a way of discovering new words daily.

Onn et al. (2024) conducted a study that indicated university students are engaged with active social media users on some platforms ranging from 5-6 hours daily. The most commonly used social media shows TikTok as the platform. Therefore, it is evident that those with a comprehensive understanding of the features of the social media application, particularly TikTok, will be better placed to engage with the learning process.

According to Dwinata (2017), the way we attempt to understand our environment is called perception. It can be interpreted as our identification of the sensory information, the response to the information, and the use of the information for communicating with the world. Wang (2007) states, “Perception is a set of internal sensational cognitive processes of the brain at the subconscious cognitive function layer that detects, relates, interprets and searches internal cognitive information in the mind” (as cited in Dwinata, 2017). It can be concluded that information accepted by our senses comes to the mind and turns it into information for communication. 

Students’ perception of TikTok in English vocabulary learning is how students try to understand TikTok as a tool for English vocabulary learning. According to Fitriani and Qanitah Masykuroh (2023), their research on the perceptions of students encompasses a range of factors, including their preferences, feelings, attitudes, and the challenges they encounter when using TikTok as a medium for vocabulary learning outside the classroom. Given its popularity in education and its ability to engage students through its features and user-friendly design, TikTok offers an effective solution for improving teaching and learning (Nor Eleyana Abdullah et al., 2023). TikTok’s FYP (For You Page) feature allows students to learn the trending English words commonly used daily (Fitriani & Qanitah Masykuroh, 2023). Rita and Subekti's (2024) research predominance perceives TikTok as a user-friendly platform for learning English vocabulary. The hashtags feature in TikTok allows users, especially students, to search and learn new words. This facilitates students' access to diverse TikTok content from various content creators. Similar to Bernard (2021), who also concludes that diverse content with multiple genres can be accessed by browsing hashtags. Another student’s perception, according to the diverse and engaging content found in Choo and Khalid's (2024) research on Year 6 students toward the use of TikTok in learning vocabulary. They noted that using TikTok had given a positive perception of it as a learning tool compared to traditional textbooks. Students find more interest in learning due to the different methods of delivering the content by each creator. The research also asserts that the short duration of TikTok videos helps students quickly learn and remember words easily. Thus, students are able to re-watch and review the video several times without requiring much time. TikTok supplies engaging graphics with animation or audio as the features that interest students in using TikTok for learning, which leads to active participation. Most students find it easier to learn new vocabulary due to captions and translation features on TikTok videos. Various interaction features such as likes, comments, and messages with users facilitate them to interact in a fun way while learning new words. The popular trends, filters, music, and challenges help them practice while learning. Besides hashtag features, the search bar on TikTok is suitable for them to look for new words easily. 

This finding aligns with Alghameeti (2022), who also found that the TikTok application gives occasion for users to learn the language and different cultures, especially young learners. The features to watch and create their own videos that imitate the trending videos, most of which consist of English songs and conversations. Ktoridou, Zarpetea, and Yiangou (2002) confirmed that likes and searches determined the content on their account, thus saving students time in acquiring new words (as cited in Alghameeti, 2022). Additionally, trendy videos can attract students' attention, bringing valuable information with joy and pleasure. His research states that favourite and like features enable students to re-watch and revisit new words. Students are able to pause, mute, and translate subtitles on the videos to untangle them from learning new vocabulary through listening, reading, or pronouncing the words (Alghameeti, 2022).

According to Bernard (2021), states that students utilize captions and subtitles to learn multiple new words, correcting articulation or pronunciation of new words. Most students share TikTok content with other users using the ‘share’ feature and rewatch the videos using the ‘save’ feature. This allows students to improve their vocabulary by watching repeatedly. Silverman and Hines (2009) found that repeated viewing of watching videos is important in learning vocabulary (as cited in Bernard, 2021). Several studies have similar findings regarding TikTok's positive impact on vocabulary learning (Alshreef & Khadawardi, 2023). Rama et al. (2023) and Pratiwi and Syafrizal (2024) state that TikTok enhances enthusiasm, simplifies understanding, and improves students' vocabulary skills. Simanungkalit and Katemba (2023) add that TikTok offers flexibility, allowing students to learn stress-free anytime and anywhere while benefiting from exposure to native speakers. (Rasyid et al., 2023) state that TikTok allows students access to the content without limiting time, and it provides students need to learn vocabulary, especially slang words. Additionally, Rama et al. (2023) emphasize TikTok’s efficiency as a time-saving tool, with personalized content and features like video saving that aid in vocabulary retention and usage, making it a valuable resource for language learning.

On top of that, there are several research found the disadvantages for students’ learning process. Choo and Khalid (2024) found that some students stated TikTok has disadvantages, as it could distract students due to the various videos that might have the possible appearance of unrelated videos for their learning. Those videos could impact students’ focus and will negatively disturb students’ learning process. They also find that the videos can be created by anyone, which makes them perceive that TikTok is unreliable for their learning. Similarly, Pratiwi and Syafrizal's (2024) research finds the participant's responses to the video content that is not for educational purposes. Another opinion is that the internet has a lot of consumption of the quota usage. Students cannot access the application offline since it is an online application. 

In conclusion, this essay has shown that TikTok plays a valuable role in supporting English vocabulary learning for EFL (English as a Foreign Language) learners. As a widely used social media platform, TikTok offers features such as short videos, captions, subtitles, hashtags, and voiceovers that help students learn new words in a more engaging and effective way. These tools allow students to see vocabulary in real contexts, hear correct pronunciation, and review content repeatedly. Research and student perceptions both highlight TikTok’s positive impact on vocabulary learning. It encourages motivation, creates a fun learning atmosphere, and fits well with students’ digital lifestyles. Learners can access content at any time, learn at their own pace, and choose videos that match their interests. Although some challenges exist, such as distractions and unreliable content, TikTok still shows strong potential as a supplementary learning tool. When guided by teachers or used purposefully, it can become a modern and flexible resource for EFL vocabulary development.

 

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