TikTok For Education: Implications for Language Learning in a Second Language Context

Abstract

This study examines the potential of TikTok as an instructional medium for teaching English vocabulary through the lens of Multimodal Critical Discourse Analysis (MCDA) and Lexical Chunking Theory. Serafini's framework was also employed in the analysis of the three videos to identify how multimodal elements such as gestures, typography, colour schemes, gaze patterns, framing choices, and backgrounds function both independently and in strategic combinations to support vocabulary learning. The findings reveal that successful vocabulary instruction on TikTok involves a careful orchestration of multiple communicative modes within contextually rich scenarios. The videos employed strategic colour-coding, meaningful gestures, appropriate framing, and natural conversational contexts to enhance vocabulary comprehension and retention. The analysis demonstrates that TikTok can support vocabulary acquisition when content creators thoughtfully integrate multiple modes to present vocabulary within meaningful chunks rather than as isolated units. This research enhances the understanding of how social media platforms can be utilised for language instruction when designed with a focus on multimodal principles and learning theories. The findings suggest that educators and content creators emphasise strategic combinations of visual, verbal, and gestural elements, consistent colour systems, clear demonstrations, and contextual vocabulary presentation to maximise learning outcomes. Future studies should explore the duration of vocabulary retention from multimodal TikTok videos compared to conventional approaches, which will help determine the best combinations of multimodal elements for different age groups or skill levels.