EFL Students' Perceptions of Using TikTok as a Self-Directed Vocabulary Learning Tool

Abstract

Learning vocabulary is an important part of mastering English because it helps students understand information and communicate more effectively. Today, many EFL students use social media not only for entertainment but also as a learning resource. One of the platforms that has gained attention is TikTok, which provides various English learning videos that students can access anytime. This study aimed to investigate EFL students' perceptions of using TikTok as a self-directed vocabulary learning tool. A descriptive quantitative design was employed involving 33 undergraduate EFL students. The data were collected through an online questionnaire consisting of 25 statements measured using a five-point Likert scale. The responses were analyzed using descriptive statistics by calculating the mean score for each perception dimension. The results showed that the cognitive dimension obtained the highest mean score (M = 3.85), while both the affective and conative dimensions obtained a mean score of 3.54. All three dimensions were categorized as Agree, indicating that students generally had positive perceptions of using TikTok for independent vocabulary learning. The findings suggest that TikTok can support vocabulary learning by providing flexible access to learning materials, increasing students' interest in learning English, and encouraging them to learn more independently. Therefore, TikTok can be used as a supplementary learning resource to complement English learning inside and outside the classroom.