Exploring Vocabulary Learning Strategies through TikTok Among English Department Students at a University

Abstract

This study explores the vocabulary learning strategies employed by English Department students through TikTok. Although previous studies have highlighted TikTok as a useful platform for English learning, limited research has focused on how students apply vocabulary learning strategies while using the platform. This qualitative case study involved three English Department students selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews and analyzed using data condensation, data display, and conclusion drawing. The findings revealed that students employed seven vocabulary learning strategies, with determination, memory, and noticing strategies emerging as the most frequently used. These strategies operated as an interconnected process in which students noticed unfamiliar words, inferred or searched for their meanings, reinforced retention through repeated exposure, and applied newly acquired vocabulary in meaningful communication. The study concludes that TikTok supports autonomous and meaningful vocabulary learning by facilitating vocabulary discovery, retention, and practical application. The findings also provide practical implications for English teachers by demonstrating how short-form social media platforms can be integrated into vocabulary instruction to promote learner autonomy, increase engagement, and encourage students to develop effective vocabulary learning strategies beyond the classroom.