The Implementation of Tik Tok among Malaysian Upper Primary School Students’ English Vocabulary Ability among Gen Z in Primary School

Abstract

English vocabulary is a fundamental component of second language learning, yet many Malaysian primary school students continue to face difficulties in acquiring sufficient vocabulary for effective communication. Traditional teaching approaches often fail to engage Generation Z learners, who are digital natives accustomed to interactive, technology-driven environments. This study investigates the effectiveness of TikTok as a digital tool to enhance vocabulary acquisition among upper primary school students. A mixed-method design was employed, involving pre-tests and post-tests to measure vocabulary improvement, alongside semi-structured interviews to capture students’ perceptions. Findings revealed a significant increase in post-test scores, indicating measurable gains in vocabulary knowledge. Interview responses further highlighted that students found TikTok enjoyable, user-friendly, and motivating, though some reported challenges in content clarity and confidence in creating their own educational videos. Overall, the results suggest that TikTok holds potential as an innovative platform for supporting vocabulary learning, engaging students in meaningful language use, and offering educators an alternative approach to integrate technology into English language classrooms.