Exploring the Relationship Between TikTok Usage Level and Students’ Receptive Vocabulary Mastery Among EFL Learners
Authors
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Laela Amelia Febriana
Universitas Mataram
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Ahmad Zamzam
Universitas Mataram
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Husnul Lail
Universitas Mataram
DOI:
https://doi.org/10.36312/jar.v5i3.6409Keywords:
Receptive Vocabulary, Vocabulary Learning, Mixed Methods, English Education.Abstract
This study employed an explanatory sequential mixed-methods design to investigate the relationship between TikTok usage level and receptive vocabulary mastery among English education students. Quantitative data were collected from 40 fourth-semester students selected through purposive sampling from the English Education Program at the University of Mataram, using a 20-item TikTok usage questionnaire and a 45-item receptive vocabulary test. Data were analysed using Spearman's rank-order correlation and the Kruskal-Wallis H test. Qualitative data were obtained through semi-structured interviews with eight participants and analysed thematically. The quantitative results showed a weak positive relationship between TikTok usage and receptive vocabulary mastery (r = .183), but the relationship was not statistically significant (p = .258). The Kruskal-Wallis test also revealed no significant difference among low-, medium-, and high-exposure groups (H = 3.909, df = 2, p = .142). The qualitative findings identified four main themes: incidental vocabulary learning, multimodal learning support, repeated exposure facilitating vocabulary retention, and TikTok as a supplementary learning resource rather than a primary learning tool. Students perceived TikTok as useful for providing authentic English input through visual and auditory channels, but they did not consider it a substitute for formal instruction. The findings suggest that while TikTok can serve as a supplementary source of vocabulary exposure, usage level alone does not significantly predict receptive vocabulary mastery.
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Copyright (c) 2026 Laela Amelia Febriana, Ahmad Zam Zam, Husnul Lail
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