A CONCEPTUAL FRAMEWORK FOR USING TIKTOK TO FACILITATE AUTONOMOUS VOCABULARY LEARNING AMONG EFL LEARNERS
DOI:
https://doi.org/10.31851/esteem.v8i2.19356Keywords:
Autonomous Learning, EFL Students, Social Constructivism, TikTok, VocabularyAbstract
This paper introduces a new perspective on how TikTok can be utilized to facilitate autonomous English vocabulary learning, offering an alternative to traditional pedagogical methods that often lack student engagement and practical relevance. Through a synthesis of previous studies and a review of key learning theories, this paper proposes a conceptual framework grounded in the assertion that TikTok serves as a valuable educational resource by integrating three foundational concepts: Vygotsky's social learning theory, Schmitt's vocabulary learning strategies, and Benson's theory of autonomous learning. In essence, TikTok's unique features such as its interest driven algorithm and authentic content, create an environment where students can engage in self-directed learning and apply strategic techniques for effective vocabulary acquisition. Therefore, an understanding of this theoretical synthesis can empower educators to guide students in transforming TikTok from a mere entertainment application into an intentional tool for language learning. This framework aims to provide educators with new insights for developing innovative pedagogies suited to the digital habits of contemporary students, while also establishing a foundation for future research.
References
Afisi, O. T. (2020). The concept of semiotics in charles sanders peirce’s pragmatism. Rends in Semantics and Pragmatics. Researchgate.
Ajmal, M., Salim Keezhata, M., Mujtaba Yasir, G., Alam, S., Khan, D., Professor, A., & Author, C. (2021). Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective. In Psychology and Education (Vol. 58, Issue 1). www.psychologyandeducation.net
Alghameeti, A. A. (2022). Is TikTok an Effective Technology Tool in English Vocabulary Expansion? English Language Teaching, 15(12), 14. https://doi.org/10.5539/elt.v15n12p14
Alshreef, N. R., & Khadawardi, H. A. (2023). Using TikTok as a Tool for English Vocabulary Learning in the EFL Context. English Language Teaching, 16(10), 125. https://doi.org/10.5539/elt.v16n10p125
Andriana, D. R. A., Muhaimi, L., & Lail, H. (2025). Students’ Learning Strategies to Acquire Vocabulary Using TikTok by 8th Grade of SMPN 1 Mataram. Journal of English Education Forum (JEEF), 4(4), 210–214. https://doi.org/10.29303/jeef.v4i4.791
Arafah, B., & Hasyim, M. (2019). The language of emoji in social media. KnE Social Sciences, 494–504. https://doi.org/10.18502/kss.v3i19.4880
Byram, M. (2020). Teaching and Assessing Intercultural Communicative Competence (2nd ed.). Multilingual Matters.
Eti, S. H., & Rosalinah, Y. (2024). IDEAS Journal of Language Teaching and Learning, Linguistics and Literature An Analysis of Gen Z’s Digital Slang: Patterns from TikTok Comment Sections. 12(2), 3250–3262. https://doi.org/10.2456/ideas
Farisca Adhani, O., Nur Fadhillah, A., Auliya Yahya, R., Wintolo Apoko, T., & Muhammadiyah Hamka, U. (2023). EFL Students’ Perceptions on the Use of TikTok in Improving Speaking Skill.
Felaco, C. (2025). Making Sense of Algorithm: Exploring TikTok Users’ Awareness of Content Recommendation and Moderation Algorithms. https://www.researchgate.net/publication/389052323
Fiallos Ordoñez, A. (2021). Tiktok and Education: Discovering Knowledge through Learning Videos. https://doi.org/10.13140/RG.2.2.21133.26080
Fitriyah, I., & Jannah, M. (2021). Online Assessment Effect in EFL Classroom: An Investigation on Students and Teachers’ Perceptions. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(2), 265. https://doi.org/10.21093/ijeltal.v5i2.709
Fitriani, M. K., & Masykuroh, Q. (2023). Exploring EFL Students’ Perception on the use of TikTok in Vocabulary Learning beyond the Classroom.
Gherheș, V., Stoian, C. E., Fărcașiu, M. A., & Stanici, M. (2021). E-learning vs. Face-to-face learning: Analyzing students’ preferences and behaviors. Sustainability (Switzerland), 13(8). https://doi.org/10.3390/su13084381
Guerra, E., & Kronmüller, E. (2024). Are Adolescents with a Wider Vocabulary Faster at Inference Making During Reading? Evidence from Self-Paced Reading. Education Sciences, 14(12). https://doi.org/10.3390/educsci14121368
Godwin-Jones, R. (2010). Emerging Technologies. Language Learning and Tecnology, 14(2), 4–11. http://llt.msu.edu/vol14num2/emerging.pdf
Hadijah, H., Widayati, U., Ilahi, T., & Puspitasari, E. (2023). Tiktok as a tool of autonomous learning: indonesian efl students’ voices. Wiralodra English Journal, 7(2), 89–98. https://doi.org/10.31943/wej.v7i2.235
Hongsa, N., Wathawatthana, P., & Yonwilad, W. (2023). The Effects of TikTok Application on the Improvement of EFL Students‟ English-Speaking Skills. World Journal of English Language, 13(7), 77–88. https://doi.org/10.5430/wjel.v13n7p77
Hu, H., & Du, K. (2022b). TikTok in Mobile-Assisted English Language Learning: An Exploratory Study. International Journal of Information and Education Technology, 12(12), 1311–1320. https://doi.org/10.18178/ijiet.2022.12.12.1755
Hussein, N., & Khalaf, N. Z. (2023). The effect of Content Creator for English Phenomenon in social media on Vocabulary Learning. AJELP: The Asian Journal of English Language and Pedagogy, 11(2), 100–123. https://doi.org/10.37134/ajelp.vol11.2.9.2023
Jaya, A., Hartono, R., Wahyuni, S., & Yulianto, H. J. (2025). From silent to supreme: The transformative power of project-based learning on language learners. Multidisciplinary Reviews, 8(8), 2025258. https://doi.org/10.31893/multirev.2025258
John-Steiner, V., & Mahn, H. (2020). Sociocultural Approaches to Learning and Development: A Vygotskian Framework. Educational Psycologist, 31(3–4), 191–206. https://doi.org/10.1080/00461520.1996.9653266
Lesiana, N., Mulyadi, Aswadi Jaya, & Pratiwi, E. (2023). Classroom Interaction in Communicative Language Teaching of Secondary School. Esteem Journal of English Education Study Programme, 7(1), 61–71. https://doi.org/10.31851/esteem.v7i1.12661
Kemala Sari, M., & Yoni, E. (2021). The Impacts of Covid-19 Pandemy on Technology Literacy Usage on Students Learning Experience. http://creativecommons.org/licenses/by/4.0/
Khlaif, Z. N., & Salha, S. (2021). Using TikTok in Education: A Form of Micro-learning or Nano-learning? Interdiscip J Virtual Learn Med Sci, 12(3), 213–218. https://doi.org/10.30476/ijvlms.2021.90211.1087
Kresnayoga Susanto, A. (2024). Exploring EFL Students’ Perspectives: The Role of TikTok in Enhancing English Language Skills. In Journal of English for Academic and Specific (Vol. 7).
Laili, R. N., Tinggi, S., & Kesehatan Banyuwangi, I. (2023). LUNAR (Language and Art) Students’ Perspectives on Using TikTok Videos as a Medium for Learning English. 7(2).
Lemana, H. E., Ulla, M. B., & Kohnke, L. (2024). TikTok for language teachers: Affordances of TikTok on teachers’ identity and emotional vulnerability. Heliyon, 10(14). https://doi.org/10.1016/j.heliyon.2024.e34388
Liu, Y. (2023). TikTok’s Influence on Education. In Journal of Education, Humanities and Social Sciences EPHHR (Vol. 2022).
Marzuki, E., & Mustapha, N. S. (2023). Use Of TikTok Slang Among Malaysian Generation Z. Trends in Undergraduate Research, 6(2), f12-17. https://doi.org/10.33736/tur.5516.2023
Mulyanah, E. Y., Amarullah, A., & Ishak. (2024). TikTok: How the Application Became the Motivation for Online Learning for EFL Students During the COVID-19 Pandemic in Indonesia. Theory and Practice in Language Studies, 14(4), 1264–1273. https://doi.org/10.17507/tpls.1404.34
Mystakidis, S., Berki, E., & Valtanen, J. P. (2021). Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review. Applied Sciences, 11(5), 2412. https://doi.org/https://doi.org/10.3390/app11052412
Nation, I. S. . (2022). Learning Vocabulary in Another Language. Cambridge University Press. https://doi.org/https://doi.org/10.1017/9781009093873
Olsson, A., & Tbena, A. (2023). Physically oriented learning meets vocabulary acquisition and motivation: how the ESL classroom can combine with PE through cross-curricular collaboration. DIVA. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1731436&dswid=-6545
Peng, C. (2025). The Power of Humor: Its Impact on Cognitive Load and Affective Filtering in EFL Learning. International Educational Research, 8(2), p15. https://doi.org/10.30560/ier.v8n2p15
Puja, I. B. P. (2024). The mediating role of online learning motivation in the influence of service quality, social media usage, and pedagogical teaching competence of teachers on student learning satisfaction. Cogent Social Sciences, 10(1). https://doi.org/10.1080/23311886.2024.2396934
Rama, M. A., Hamdani, Z., & Prihatini, C. (2023). Students’ Perception On The Use Of Tiktok As An Effective Learning Media In Improving Students’ Vocabulary. Journal on Education. https://doi.org/https://doi.org/10.31004/joe.v5i4.4047
Rita, R., & Subekti, A. S. (2023). TikTok and Vocabulary Learning: A Survey Study of Indonesian Students from English Departments. Pedagogy : Journal of English Language Teaching, 11(2), 202. https://doi.org/10.32332/joelt.v11i2.7866
Rohmawati, L., Ramadhani, E. D., & Pramesti, R. S. (2019). Efektivitas video youtube “wonderland indonesia by alffy rev (ft.novia bachmid) sebagai wadah untuk menumbuhkan rasa cinta terhadap kekayaan lagu daerah di indonesia. Academia.Edu, 11(1), 1–14. http://scioteca.caf.com/bitstream/handle/123456789/1091/red2017-eng-8ene.pdf?sequence=12&isallowed=y%0ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0ahttps://www.researchgate.net/publication/305320484_sistem_pembetungan_terpusat_strategi_melestari
Savignon, S. J. (2018). Communicative Competence. The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/https://doi.org/10.1002/9781118784235.eelt0047
Schdmit, N., & Schdmit, D. (2020). Vocabulary in Language Teaching; Second Edition.
Sharma, V. (2020). Saudi Students’ Perspective on Social Media Usage to Promote EFL Learning. International Journal of Linguistics, Literature and Translation, 2(1), 117–127. https://doi.org/10.32996/ijllt.2019.2.1.17
Shi, J.-C., Yu, Y., Da, Q., Chen, S.-Y., & Zeng, A.-X. (2018). Virtual-Taobao: Virtualizing Real-world Online Retail Environment for Reinforcement Learning. Computer Science. https://doi.org/10.48550/arXiv.1805.10000
Siraji, A. D. (2025). Exploring how TikTok contents drive student’s motivation for linguistic competence in English. Environment and Social Psychology, 10(1). https://doi.org/10.59429/esp.v10i1.3091
Suryadi. (2018). The Effects of Self-Confidence and Vocabulary Mastery on Students’ Speaking Skill. In Journal of English Language Studies (Vol. 3). http://jurnal.untirta.ac.id/index.php/JELS
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. In Sustainability (Switzerland) (Vol. 14, Issue 24). MDPI. https://doi.org/10.3390/su142416876
Tuyen, L. Van, & Huyen, V. T. (2019). Effects of using Contextual Clues on English Vocabulary Retention and Reading Comprehension. International Journal of English Literature and Social Sciences, 4(5), 1343–1347. https://doi.org/10.22161/ijels.45.15
Vygotsky, L. (1998). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wahyuni, S., Mujiyanto, J., Rukmini, D., & Fitriati, S. W. (2019). Examining Teachers’ Innovation in EFL Classrooms in Promoting Students’ Autonomous Learning. International Conference on English Language Teaching, Literature, and Translation, 188, 330–339. https://doi.org/10.2991/eltlt-18.2019.64
Wijaya, I. P., Yulianto, W. E., & Ginting, D. (2023). The Teaching English on TikTok: Content Analysis Based on Cognitive Theory of Multimedia Learning. Education of English as A Foreign Language, 6(2), 179–199. https://doi.org/10.21776/ub.educafl.2023.006.02.06
Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1261955
Yang, H. (2020). Secondary-school Students’ Perspectives of Utilizing Tik Tok for English learning in and beyond the EFL classroom.
Zainal, Z., Rahmat, H., & Pengajian Bahasa, A. (2020). Social media and its influence on vocabulary and language learning: a case study. European Journal of Education Studies. https://doi.org/10.46827/ejes.v7i11.3259
Zam Zam, A. A. (2019). The Use of Social Media for English Language Learning: An Exploratory Study of EFL University Students. Metathesis: Journal of English Language Literature and Teaching, 3(2), 224–233. https://doi.org/10.31002/metathesis
Zein, M., Weny, K., & Br. Perangin-angin, A. (2024). Edutainment of Using Tiktok in Learning English Vocabulary a Case Study of Secondary Student. Majalah Ilmiah Methoda, 14(3), 288–295. https://doi.org/10.46880/methoda.Vol14No3.pp288-295
Zein, M., Weny, K., & Perangin-Angin, A. B. (2024). Edutainment of Using TikTok in Learning English Vocabulary a Case Study of Secondary Student. Journal Of Social Science Research, 4, 2236–2287.
Zulfia, B. S., & Andini, Y. (2023). LET: Linguistics, Literature and English Teaching Journal Educational Video Quality on TikTok for Vocabulary Teaching. In Bella Syifa Zulfia LET: Linguistics, Literature and Language Teaching Journal (Vol. 13, Issue 2). http://jurnal.uin-antasari.ac.id/index.php
Zulkifli, N. N., Letchumanan, M., Kamarudin, S., Halim, N. D. A., & Hashim, S. (2022). A Review: The Effectiveness of Using TikTok in Teaching and Learning. International Conference on Computers in Education.
Zuo, M., Kong, S., Ma, Y., Hu, Y., & Xiao, M. (2023). The Effects of Using Scaffolding in Online Learning: A Meta-Analysis. In Education Sciences (Vol. 13, Issue 7). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/educsci13070705
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Lathifa Khania Janastasya, Arif Suryo Priyatmojo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
