INTRODUCTION

vocabulary instruction throughout the entire first grading period. By offering continuous exposure

to vocabulary In the Philippine educational context, one of the most persistent challenges faced by

students is limited vocabulary proficiency. Vocabulary is the core of language learning, providing the

foundation for effective communication and academic engagement. Without a sufficient vocabulary,

students struggle to grasp the meaning of concepts, articulate ideas, and understand instructions. This

limitation hinders their progress in mastering the English language, especially in classroom settings where

English is used as the medium of instruction. Vocabulary proficiency is essential for learners to access

and produce meaningful language across various contexts. It involves not only the memorization of words

but also the ability to apply them accurately in both spoken and written communication. Many language

learners find vocabulary enhancement to be one of the most challenging aspects of language learning due

to the wide range of words, meanings, and contextual applications involved. Mastery of vocabulary

allows learners to make connections between concepts, improve their comprehension of texts, and express

themselves with greater precision. In the classroom, students with a broader vocabulary range are more

likely to participate confidently and perform better in language tasks. Therefore, developing vocabulary

proficiency is a critical goal for both learners and educators. Indeed, in order to understand the meaning

of various English sentences and passages, it is important for learners to possess a robust and extensive

vocabulary (Kilat et al., 2024).

In support of this, a case reflection study conducted in one of Terengganu's rural schools on

improving students' vocabulary enhancement noted that learners were not interested in participating in

reading sessions. This became a significant obstacle as it rendered the syllabus objectives unattainable.
Further findings revealed that the most effective way to increase learners' interest in reading was through

the application of action research, involving observation, reflection, action, evaluation, and changes in the

pedagogical process. The results highlighted that reading activities must be dynamic and multimodal.

Learners require not only text but also audio and movement to facilitate connections to low-frequency

vocabulary and to make reading more meaningful. Moreover, the integration of audio and movement

during reading activities has been shown to extend students' exposure to text through meaningful

repetition, ultimately contributing to improved vocabulary acquisition. This approach aligns with the goal

of enhancing the quality of education in accordance with Sustainable Development Goals (SDG) 2030.

Consequently, with the increasing integration of technology into education, social media

platforms have emerged as alternative tools for language learning. Many students now acquire new

vocabulary through digital platforms where English is often the dominant language. According to Al Arif

(2019), English as a Foreign Language (EFL) learners demonstrate a positive attitude toward using social

media for English language development, as it enhances both their engagement and motivation. Similarly,

Wang (2017) emphasized that mobile applications designed for educational purposes promote self-

directed learning, vocabulary retention, and improved confidence in language use.

Among these digital platforms, TikTok has been gaining attention for its educational potential.

Although primarily recognized as an entertainment platform, TikTok has evolved into a medium for

micro-learning, particularly in language education. Its short and visually engaging videos provide

opportunities for learners to encounter and internalize new vocabulary in authentic, real-world contexts.

Research by Chang, Chen, and Yang (2018) also highlighted that TikTok-based vocabulary learning

applications support self-paced learning by incorporating multimedia elements that appeal to visual and

auditory learners. Since its launch in 2016, TikTok has become one of the most downloaded apps globally

(Yang, 2020). Its popularity among students makes it a strategic platform for introducing educational

content. TikTok is a globally popular social media platform that enables users to create and share short-

form videos ranging from 15 to 60 seconds (Hayes, Stott, Lamb, & Hurst, 2020). It is recognized for its
user-friendly interface, which allows users not only to consume content but also to produce, edit, and

interact with videos across various platforms (Khlaif & Salha, 2021). The simplicity of the application,

coupled with its algorithmic personalization, has made it particularly appealing to young users, including

students.

Furthermore, Rahman (2021) noted that TikTok hosts a wide range of content genres, allowing

for diverse educational possibilities, including language learning. Khlaif and Salha (2021) also reported

that TikTok has significantly influenced informal education by promoting skill acquisition through

engaging, visually rich media. Similarly, Sari, Hayati, and Suganda (2019) emphasized that social media

messages, particularly in video format, can enhance vocabulary and literacy skills by exposing learners to

contextual language use. TikTok’s format—interactive and brief—makes it especially beneficial for

learners with short attention spans, as it offers repeated exposure to vocabulary in a multimodal

environment. Existing studies further indicate that vocabulary proficiency is a foundational element of

language acquisition and a prerequisite for achieving higher-level literacy skills. Among the various

platforms supporting vocabulary development, TikTok stands out for its unique features that cater to

modern learners. Its short-form video format delivers frequent and meaningful exposure to English

vocabulary in an engaging and accessible way. Anumanthan and Hashim (2022) found that English-based

TikTok videos assist learners in developing their vocabulary by presenting commonly used words and

phrases in clear, contextualized formats. Most content creators on the platform utilize simple language,

images, and subtitles—features that support multimodal learning and improve word retention. These

elements make TikTok an effective tool for vocabulary acquisition, especially for learners with shorter

attention spans or those who benefit from visual and auditory input.

Despite these promising findings, it is important to note that most existing research emphasizes

TikTok’s potential in informal settings, focusing primarily on general skill acquisition or learner

engagement rather than evaluating its effectiveness as a structured instructional tool for vocabulary

proficiency. Additionally, there remains a scarcity of empirical studies that assess TikTok’s role in formal
learning contexts such as secondary education, particularly in the Philippines. Few investigations have

explored how TikTok-based educational content impacts measurable vocabulary outcomes in classroom

settings. This significant empirical gap underscores the need for research that not only explores TikTok’s

potential but also rigorously assesses its application in enhancing vocabulary proficiency. This study

addresses these gaps by evaluating TikTok as a digital learning resource specifically designed to enhance

English vocabulary among Grade 10 students. Unlike prior research, this investigation will employ

educational design principles to determine the use of TikTok on vocabulary acquisition within a formal

learning environment.

In response to these identified gaps, this study will contribute to the existing body of knowledge

by developing original TikTok-based semantic focused educational videos focusing on English

vocabulary proficiency. By producing localized and contextually relevant videos, this study will provide a

of TikTok-based instructional materials that can serve as a model for teachers and curriculum designers

seeking to incorporate social media into formal vocabulary instruction.

Moreover, the study’s outputs are designed to provide concrete instructional materials that will

directly benefit both students and teachers. The TikTok videos developed by the researchers will serve as

structured supplementary resources that can be integrated into in a format that aligns with students’ digital

media preferences, these videos aim to reinforce and extend classroom learning beyond traditional

methods. Additionally, these materials will enrich the pool of digital resources available for vocabulary

development, promoting a multimodal and student-centered approach to language learning. Ultimately,

the study seeks to demonstrate that TikTok can move beyond its role as an informal learning tool and

become an effective platform for sustained, teacher-facilitated vocabulary instruction across a defined

academic period.

More critically, while some international studies have explored the role of social media in

enhancing language learning, there is a notable lack of localized empirical research examining how
TikTok influences vocabulary development within the context of Philippine secondary education. As

noted by Smith and Johnson (2022), few studies have assessed the structured application of TikTok as a

vocabulary learning instrument within classroom settings, where learning outcomes can be systematically

measured. Thus, this research seeks to fill that gap by evaluating TikTok’s potential not just as an

informal exposure tool but as a pedagogically structured educational resource. It aims to contribute new

empirical evidence on the platform’s efficacy in improving vocabulary proficiency among Grade 10

learners, thereby addressing both theoretical and contextual limitations in the existing literature.