The Perceptions and Strategies of ESL Undergraduate Students at UKM on Using Tiktok for Vocabulary Acquisition

Abstract

The rapid integration of digital technologies has revolutionized education, including language learning. Social media platforms, such as TikTok, have emerged as tools for vocabulary acquisition, offering learners interactive and engaging content. This study examined the perceptions and strategies of English as a Second Language (ESL) undergraduate students at Universiti Kebangsaan Malaysia (UKM) regarding TikTok as a tool for vocabulary acquisition. A quantitative research design was adopted, utilizing a survey distributed to 396 first-year ESL students. The findings revealed overwhelmingly positive perceptions of TikTok, with students highlighting its usefulness, ease of use, and alignment with academic goals. Key strategies employed by students included contextualized learning through video content, translation, and repetition, reflecting cognitive, metacognitive, and socio-affective approaches. These results emphasize TikTok’s potential as an innovative supplementary tool for vocabulary acquisition in modern language education. The study contributes to the growing body of research on mobile-assisted language learning (MALL), providing insights into how digital tools can enhance vocabulary acquisition among ESL learners. Recommendations include integrating TikTok into formal education, as well as developing structured content tailored to learners’ needs. Future research could explore TikTok’s long-term impact on vocabulary retention, as well as qualitative perspectives on learners’ experiences and engagement with the platform.