Vietnamese EFL students’ perceptions of Quizlet for English vocabulary learning

THE INFLUENCE OF TIKTOK ON EFL STUDENTS’ PERCEPTIONS AND MOTIVATION IN ENGLISH LANGUAGE LEARNING

The growing use of social media has transformed the way students learn English as a Foreign Language (EFL). Among various platforms, TikTok has emerged as a popular tool that provides engaging and accessible learning content. This study aimed to investigate students’ perceptions of TikTok as an English learning tool and examine its influence on their motivation to learn English. The study employed a mixed-methods approach, combining quantitative and qualitative data collection techniques. Quantitative data were gathered through an online questionnaire, while qualitative data were obtained through semi-structured interviews with students. The findings revealed that students generally held positive perceptions of TikTok for English learning. Approximately 65%–80% of participants agreed that TikTok is useful, accessible, and easy to use for learning English. Students reported that TikTok helped them improve vocabulary, pronunciation, and language exposure through authentic and engaging content. In terms of motivation, around 70% of participants indicated that TikTok increased their interest and encouraged them to engage more actively in English learning activities. Interview results further showed that TikTok’s entertaining content, short-video format, and personalized recommendations contributed to a more enjoyable and flexible learning experience. Although some students identified distractions from non-educational content, the overall findings suggest that TikTok can serve as an effective supplementary learning resource that enhances both students’ perceptions and motivation in learning English.

Enhancing Students' Vocabulary Mastery through English Song Lyrics at Man 2 Bulukumba: A Classroom Action Research

One of the most important aspects of studying English is mastering vocabulary as it makes it possible for students to comprehend and communicate concepts clearly. However, due to boring classroom instruction and little exposure to relevant learning materials, many Indonesian EFL students still struggle to acquire an adequate vocabulary. The purpose of this study was to find out how much using English song lyrics improves students' vocabulary proficiency at MAN 2 Bulukumba. Based on the Kemmis and McTaggart model, the study used Classroom Action Research (CAR), which consists of two cycles: planning, action, observation, and reflection. Purposive sampling was used to identify 25 eleventh-grade students to participate. Speaking performance assessments with an emphasis on vocabulary mastering that were given throughout the diagnostic stage, Cycle I, and Cycle II were used to gather data. The results were additionally supported by reflective notes and observations made in the classroom. Descriptive statistics were used to compare the mean scores of the students and the proportion of students who met the Minimum Mastery Criterion (KKM). The results showed that after using English song lyrics, pupils' vocabulary proficiency significantly improved. During speaking exercises, students showed improved comprehension of word meanings, pronunciation, vocabulary use, and contextual application. The results imply that English song lyrics offer fun learning opportunities, recurrent word exposure, and meaningful language input that promotes vocabulary development. Thus, in EFL classes, English song lyrics may be regarded as a useful teaching tool for raising students' proficiency with English vocabulary.

Exploring EFL students' difficulties in mastering vocabulary

Moodle integration in English vocabulary learning: university students’ perceptions

It is concluded that Moodle was perceived as a relevant environment for complementing vocabulary learning; however, its contribution depends on the pedagogical design of activities and does not, by itself, demonstrate objective improvement in lexical performance.

Exploring Saudi EFL Learners’ Perceptions of ChatGPT for Vocabulary Learning: A TAM-Based Descriptive Study

This study investigated Saudi foreign language learners’ (EFL) perceptions of using ChatGPT for vocabulary learning through the Technology Acceptance Model (TAM) to answer the question: What are Saudi EFL learners’ perceptions of using ChatGPT as a vocabulary learning tool? It aimed to explore their perceptions according to perceived usefulness (PU) and perceived ease of use (PEOU). Vocabulary serves as the critical initial step in learning a second language and facilitating the mastery of language skills. It allows language speakers to communicate effectively. Thus, integrating an effective artificial intelligence (AI) tool in language learning contexts is crucial. Consequently, it is important to discover whether participants believe that using ChatGPT is easy and beneficial as a vocabulary learning resource. The employed method is a descriptive survey design including qualitative insights from 134 second-level students (87 females, 47 males; 19–21 years) at Taibah University who completed a bilingual questionnaire measuring PU and PEOU, along with two open-ended items. Descriptive statistics showed generally favorable perceptions of ChatGPT’s usefulness (M = 3.61, SD = 0.53) and ease of use (M = 3.85, SD = 0.63). The findings showed that learners favored ChatGPT’s synonym and antonym generation, contextualized examples, personalization, and time and effort savings over traditional dictionaries. However, they revealed some issues like the complexity of some tasks, demotivation and boredom, and limited human interaction and technical problems. Hence, using ChatGPT as an assistive learning tool, besides conducting further research emphasizing diversity and variety is recommended.

Investigating Learners’ Perceptions of TikTok for Vocabulary Development: Acquisition, Motivation, and Barriers

The rapid development of digital technology has transformed language learning by providing students with more interactive and engaging learning media. Among various social media platforms, TikTok has gained increasing attention as a potential educational tool due to its short-form video content and widespread popularity among adolescents. This study aimed to examine students' perceptions of the use of TikTok in vocabulary learning. Specifically, it investigated the extent to which TikTok contributes to vocabulary acquisition and retention, influences students' learning motivation, and identifies the challenges encountered when using the platform as a learning medium. A descriptive quantitative research design was employed involving 30 eleventh-grade students at SMA Negeri 7 Purworejo, Indonesia. Data were collected using a Likert-scale questionnaire distributed through Google Forms and analyzed using descriptive statistics, including mean scores and percentages. The findings revealed that students perceived TikTok as an effective medium for vocabulary learning because it enhanced their motivation and learning engagement compared with conventional teaching methods. However, several challenges were identified, including distractions from entertainment content and difficulties in finding relevant educational materials.