LEARNING ENGLISH VOCABULARY THROUGH TIKTOK: A QUALITATIVE STUDY OF SHORT VIDEOS

Abstract

This study aims to explore how short videos on the TikTok platform are used as a medium for English vocabulary learning by EFL (English as a Foreign Language) learners. Using a qualitative approach, this study analyzes the content of seven TikTok videos explicitly designed to teach vocabulary, as well as user comments as a reflection of learner response and engagement. The analysis shows that creators use various instructional strategies such as repetition, visual association, use of context, language games (word families and homophones), and humor to make the material interesting and understandable. User responses showed active interaction, positive affection, and strong motivation to learn, suggesting that social media such as TikTok has the potential to be an effective and inclusive language learning space. This study concludes that TikTok functions not only as an entertainment medium, but also as an edutainment tool that can support multimodal, contextual, and collaborative vocabulary learning. The findings have important implications for educators, learners, and content creators interested in using digital platforms for more dynamic and affordable language learning