A Qualitative analysis of Vocabulary Profiling in Educational Tiktok Videos for English Learning

This study investigates vocabulary profiling in educational TikTok videos for English learning, aiming to identify vocabulary types and their contextual applications. Grounded in Multimodal Discourse Analysis (MDA), the research addresses the problem of limited systematic studies on TikTok’s role in vocabulary instruction within non-native English contexts. A qualitative design was employed, using purposive sampling of 10 high-engagement TikTok videos. Data were collected through video retrieval and analysed using a structured coding framework and thematic analysis. Findings indicate that most videos prioritize formal vocabulary, while informal expressions appear strategically for engagement. Additionally, formal vocabulary is often framed for both academic and professional contexts, and multimodal elements such as captions and voice-overs enhance word salience. These results suggest that TikTok can support microlearning. The study implies the need for structured integration of TikTok in language pedagogy and recommends future research on larger samples for better learning outcomes.

Vocabulary Profiling, Multimodal Discourse Analysis

1. Abidah, A. N. (2024). Students’ perception on utilizing TikTok videos for vocabulary acquisition. Journal of English for Academic and Specific Purposes, 7(2). https://ejournal.uinmalang.ac.id/index.php/jeasp/article/view/24418 [Google Scholar] [Crossref]

2. Abidin, C. (2021). Mapping internet celebrity on TikTok: Exploring attention economies and visibility labours. Cultural Science Journal, 12(1), 77–104. https://doi.org/10.5334/csci.140 [Google Scholar] [Crossref]

3. Aho, P. (2022). Incidental vocabulary learning through watching TikTok videos. Master’s Thesis, University of Oulu. https://core.ac.uk/download/pdf/552909803.pdf [Google Scholar] [Crossref]

4. Al Rahmi, A. M., Shamsuddin, A., Wahab, E., Al Rahmi, W. M., Alismaiel, O. A., & Crawford, J. (2022). Social media usage and acceptance in higher education: A structural equation model. Frontiers in Education, 7, 964456. https://doi.org/10.3389/feduc.2022.964456 [Google Scholar] [Crossref]

5. Angelica, D., Sumarni, B., & Yanti, R. (2023). Formal and informal language features in students’ academic writing of fourth-semester EFL students. Journal of English Language Education, 5(1), 66–75. https://doi.org/10.30736/jele.v5i1.1360 [Google Scholar] [Crossref]

6. Anua, N. J., Tahreb, N. S., Ibrahim, Q., Hamzah, I. F. A., & Abd Halim, N. (2024). TikTok as pedagogical tool for English language learning: A systematic literature review. Gading Journal of Social Sciences, 27(0), 1–15. https://doi.org/10.24191/gading.v27i0.548 [Google Scholar] [Crossref]

7. Bhandari, P. (2023). What is qualitative research? Methods & examples. Scribbr. https://www.scribbr.com/methodology/qualitative-research/ [Google Scholar] [Crossref]

8. Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238 [Google Scholar] [Crossref]

9. Canestrino, R., Magliocca, P., & Li, Y. (2022). The impact of language diversity on knowledge sharing within international university research. Journal of Education Policy. https://journals.publishing.umich.edu/jep/article/id/5383/ [Google Scholar] [Crossref]

10. DataReportal. (2024). Digital 2024: Malaysia. We Are Social & Meltwater. https://datareportal.com/reports/digital-2024-malaysia [Google Scholar] [Crossref]

11. Edwards, H. L. (2023). The effectiveness of visual vs. auditory presentation of information on memory. Undergraduate Psychology Research Methods Journal, 2(2), Article 2. https://digitalcommons.lindenwood.edu/psych_journals/vol2/iss2/2 [Google Scholar] [Crossref]

12. Gulzar, M., Ali, S., & Khan, M. (2024). The impact of TikTok on academic motivation among university students in Malaysia. International Journal of Research in Social Sciences, 12(2), 45–60. https://rsisinternational.org/journals/ijriss/articles/the-impact-of-tiktok-on-academic-motiv ation-among-university-students-in-malaysia/ [Google Scholar] [Crossref]

13. Halpin, S. N. (2024). Inter-coder agreement in qualitative coding: Considerations for its use. American Journal of Qualitative Research, 8(3), 23–43. https://doi.org/10.29333/ajqr/14487 [Google Scholar] [Crossref]

14. Lasan, R. (2021). Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives. Language Teaching Research, 25(6), 923–942. https://doi.org/10.1177/13621688211055086 [Google Scholar] [Crossref]

15. Lee, Y.-J. (2025). Using TikTok for vocabulary learning: Multimodal implications. In M. F. Teng, A. Kukulska-Hulme, & J. G. Wu (Eds.), Theory and practice in vocabulary research in digital environments (pp. 230–248). Taylor & Francis. https://doi.org/10.4324/9781003367543-14 [Google Scholar] [Crossref]

16. Li, C., Arumugam, N., Du, G., & Zhang, X. (2023). Multimodal discourse analysis theory applied to senior high school English reading teaching. Environment-Behaviour Proceedings Journal, 8(26), 101–106. https://doi.org/10.21834/e-bpj.v8i26.4957 [Google Scholar] [Crossref]

17. Morgan, H. (2022). Understanding thematic analysis and the debates involving its use. The Qualitative Report, 27(10), 2079–2091. https://doi.org/10.46743/2160-3715/2022.5912 [Google Scholar] [Crossref]

18. Nochumson, T. (2023). Exploring TikTok’s role in K-12 education: A mixed-methods study of teachers’ professional use. Contemporary Issues in Technology and Teacher Education, 25(1). https://citejournal.org/volume-25/issue-1-25/current-practice/exploring-tiktoks-role-in-k-12-education-a-mixed-methods-study-of-teachers-professional-use/ [Google Scholar] [Crossref]

19. O’Halloran, K. L. (2021). Multimodal discourse analysis. In K. Hyland, B. Paltridge, & L. Wong (Eds.), Bloomsbury companion to discourse analysis (2nd ed., pp. 249–266). Bloomsbury. https://livrepository.liverpool.ac.uk/3126011/1/O'Halloran%20MDA%20(2021).pdf [Google Scholar] [Crossref]

20. Rahmayani, F. A. (2022). Vocabulary acquisition on young learners through the use of realia media. Journal of Research on English and Language Learning, 3(2), 89–97. https://doi.org/10.33474/j-reall.v3i2.14639 [Google Scholar] [Crossref]

21. Sanmee, P. (2024). From local flavor to global fandom: An exploration of the cultural presentation and attitudes towards using English among Thai TikTokers. Frontiers in Communication. https://www.frontiersin.org/articles/10.3389/fcomm.2024.1453316/full [Google Scholar] [Crossref]

22. Schellewald, A. (2023). Understanding the popularity and affordances of TikTok through user experiences. Media, Culture & Society, 45(8), 1568–1582. https://doi.org/10.1177/01634437231156789 [Google Scholar] [Crossref]

23. Shanthi, A., Jumaat, N. A. F., Suppiah, P. C., Johar, E. M., & Arumugam, N. (2024). From trending to teaching: A framework to analyze TikTok videos for vocabulary instruction. International Journal of Social Science Research, 12(2), 136–150. https://doi.org/10.5296/ijssr.v12i2.21904 [Google Scholar] [Crossref]

24. Susanto, A. K., & Suparmi. (2023). Exploring EFL students’ perspectives: The role of TikTok in enhancing English language skills. Journal of English for Academic and Specific Purposes, 7(2). https://ejournal.uin-malang.ac.id/index.php/jeasp/article/download/26937/11449 [Google Scholar] [Crossref]

25. Syaifuddin, S., Abdi, W. M., & Nabilah, A. (2021). Students’ perception toward the use of TikTok video in learning writing descriptive text. Journal of Research on English and Language Learning, 2(1), 16–21. https://doi.org/10.33474/j-reall.v2i1.11234 [Google Scholar] [Crossref]

26. Tan, K. H., Rajendran, A., Muslim, N., Alias, J., & Yusof, N. A. (2022). The potential of TikTok’s key features as a pedagogical strategy for ESL classrooms. Sustainability, 14(24), 16876. https://doi.org/10.3390/su142416876 [Google Scholar] [Crossref]

27. Valdovinos Kaye, D. B. (2022). TikTok: Creativity and culture in short video. John Wiley & Sons. https://doi.org/10.1002/9781119819913 [Google Scholar] [Crossref]

28. Xiuwen, Z., & Razali, A. B. (2021). An overview of the utilization of TikTok to improve oral English communication competence among EFL undergraduate students. Universal Journal of Educational Research, 9(7), 1439–1451. https://doi.org/10.13189/ujer.2021.090715 [Google Scholar] [Crossref]

29. Yang, Y., & Chen, C. (2022). Multimodal discourse analysis: A new paradigm of teacher discourse research. Contemporary Foreign Languages Studies, 22(4), 144–153. http://www.qk.sjtu.edu.cn/cfls/EN/10.3969/j.issn.1674-8921.2022.04.014 [Google Scholar] [Crossref]

30. Yin, R. K. (2023). Case study research and applications: Design and methods (7th ed.). Sage Publications. https://us.sagepub.com/en-us/nam/case-study-research-and-applications/book250150 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study