The affordance limitations of short-form video platforms: micro-learning challenges in tiktok-mediated vocabulary acquisition
TL;DR
The empirical data demonstrate that students frequently experience screen-time loss and conceptual confusion, indicating that the platform’s microlearning nature requires stringent student self-regulation and proactive teacher content curation to be effective.
Abstract
In the era of digital transformation, TikTok has evolved from an entertainment platform into an alternative medium for English as a Foreign Language (EFL) learning. However, its educational potential is often hindered by platform-specific obstacles. This descriptive qualitative study aims to analyze the empirical challenges faced by vocational high school students in utilizing TikTok for English vocabulary learning. Using purposive sampling, 10 students (n = 10) majoring in Building Modeling and Design Information (DPB) at SMK 7 Majene, Indonesia, were selected for their active academic use of TikTok. Data were gathered through semi-structured, in-depth interviews and digital activity documentation, with trustworthiness established through triangulation of data sources. Employing the Miles, Huberman, and Saldaña interactive model, thematic analysis revealed four primary challenges: (1) cognitive distractions driven by the entertainment-biased For You Page (FYP) algorithm; (2) superficial vocabulary comprehension forced by short-form video constraints; (3) linguistic inaccuracies and exposure to non-academic slang due to unverified content; and (4) the absence of instant corrective feedback in monologous digital communication. The empirical data demonstrate that students frequently experience screen-time loss and conceptual confusion, indicating that the platform’s microlearning nature requires stringent student self-regulation and proactive teacher content curation to be effective.