Use of TikTok Short-Form Videos to Improve the Vocabulary Size of Grade 7 Students: A Basis for a Proposed TikTok-based Vocabulary Learning Module
DOI:
https://doi.org/10.5281/zenodo.20720861Keywords:
Microlearning, TikTok, Vocabulary Size Acquisition, Mobile-Assisted Language Learning, Multimedia LearningAbstract
As short-form video platforms increasingly dominate the daily routines of adolescents, the role that teachers play in imparting education changes dramatically and they are faced with the task of modifying their traditional teaching methods to accommodate 21st-century learners. This study examined the use of TikTok short-form videos in improving the vocabulary size of Grade 7 students at Marawi City National High School and served as the basis for a proposed TikTok-based vocabulary learning module. It used a single-group pretest and posttest design that combined quantitative and qualitative research methods. The intervention involved 189 students, selected through quota sampling, who underwent a one-week intervention using selected TikTok videos featuring 20 chosen words. The results revealed a statistically significant difference in vocabulary size from a pretest average of 6.70 to a posttest average of 12.217 (Z = -11.966, p = 0.000), demonstrating that the platform’s short-form format successfully prevents cognitive overload. Furthermore, thematic analysis of post-intervention interviews with 10 students selected via convenience sampling revealed that the multimodality of TikTok, including visuals, sounds, and text, created a highly engaging learning environment that made learning enjoyable. Although students experienced difficulties with the speed of video clips and temporary learning difficulties, these were effectively mitigated by replaying the videos and receiving teacher guidance. Ultimately, this study bridges the gap between social media entertainment and formal education through the development of a TikTok-based vocabulary learning module. The findings provide curriculum developers, school administrators, and English teachers with a practical resource for transforming popular social media into an educational asset that aligns with the learning preferences of today’s students. The study also contributes to the growing body of knowledge on technology-assisted language learning and the educational use of social media platforms.
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