Learner Perceptions of TikTok Video Features for Vocabulary Learning in ESL Contexts

Authors

  • Jane Xavierine

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Malaysia
  • Norshima binti Zainal Shah

    Language Centre, Universiti Pertahanan Nasional, Kuala Lumpur 57000, Malaysia
  • Mohd Hasrul bin Kamarulzaman

    Language Centre, Universiti Pertahanan Nasional, Kuala Lumpur 57000, Malaysia
  • Joldasova Gozzal

    Department of Preschool and Primary Education, University of Innovation Technologies, Nukus, Karakalpakstan 230103, Uzbekistan
  • Jonathan Bryce

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Malaysia
  • Saule Yeszhanova

    CARCEIT (Central Asian Research Centre for Educational Innovation and Transformation), Nazarbayev University Graduate School of Education, Astana 010000, Kazakhstan
  • Kumutha Raman

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Malaysia
  • Nur Izzati Khairuddin

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i12.11623
Received: 15 August 2025 | Revised: 22 September 2025 | Accepted: 25 September 2025 | Published Online: 9 December 2025

Abstract

Short-form video platforms such as TikTok have become central to how learners encounter English, yet their role in vocabulary development remains underexplored in TESOL research. Existing studies often describe TikTok as engaging but rarely identify which design features most effectively support vocabulary growth. This study addresses that gap by investigating ESL learners’ perceptions of TikTok’s multimodal features and by introducing the TikTok-Inspired Multimodal Vocabulary Framework (T-MVF). Ninety-two pre-intermediate learners at a Malaysian university watched curated TikTok videos that represented seven feature categories (subtitles, visuals, narrative, video format and duration, gestures, audio, and interactivity) before completing a 42-item bilingual questionnaire. Descriptive and correlational analyses revealed that subtitles, visuals, and narrative formed the strongest cluster, while gestures, audio, and interactivity were effective only when integrated with this core. Strong correlations confirmed that feature integration, rather than isolated use, underpins perceived vocabulary support. The study contributes empirically by identifying learner-valued feature clusters, theoretically by proposing the T-MVF to explain how design features moderate input and mediate outcomes, and pedagogically by offering evidence-based strategies for integrating short-form video into vocabulary instruction. The findings underscore the global potential of TikTok as a low-cost, widely accessible, and engaging tool for vocabulary development. By clarifying which features matter most, the study advances multimodality research, informs ESL and EFL classroom practice, and aligns with Sustainable Development Goal 4 on Quality Education.

Keywords:

TikTok; Vocabulary Learning; English as a Second Language; Multimodality; Captions; Short Form Video; Instructional Design; Quality Education

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How to Cite

Xavierine, J., Shah, N. binti Z., Kamarulzaman, M. H. bin, Gozzal, J., Bryce, J., Yeszhanova, S., Raman, K., & Khairuddin, N. I. (2025). Learner Perceptions of TikTok Video Features for Vocabulary Learning in ESL Contexts. Forum for Linguistic Studies, 7(12), 1826–1837. https://doi.org/10.30564/fls.v7i12.11623

Issue

Vol. 7 , Iss. 12 (December 2025): In progress

Article Type

Article

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Copyright © 2025 Jane Xavierine, Norshima binti Zainal Shah, Mohd Hasrul bin Kamarulzaman, Joldasova Gozzal, Jonathan Bryce, Saule Yeszhanova, Kumutha Raman, Nur Izzati Khairuddin

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.