Leveraging TikTok for L3 Mandarin: Balancing Self-Directed Microlearning and Collaborative Engagement among Generation Z

Abstract

Empirical studies on short-form video platforms for third-language acquisition remain limited. The present study aimed to explore the attitudes and perceived impact associated with TikTok among 159 undergraduate studying Chinese as a third language at a public university in Pahang. Utilising a quantitative survey design, this study analysed student demographic details, their attitudes, and perceived educational contributions of the application. The results indicated strong technological acceptance and positive attitudes, where the students expressed high excitement towards TikTok-assisted vocabulary acquisition, citing its convenience. In addition, they also confirmed that it is a constructive strategy for language learning and disagreed that it wasted their time. In contrast, active peer collaboration scored the lowest of agreement. Thus, the study concludes that while TikTok serves mainly as an appropriate, highly motivating tool for self-directed vocabulary acquisition, its potential for collaborative learning is still underutilised. Language teachers are encouraged to incorporate the application as supplementary microlearning instruction, alongside structured collaborative activities. This will help to transition students from independent content consumption to collaborative communicative interaction.