Using TikTok for vocabulary learning: multimodal implications

The nature of social media is becoming multimodal as popular applications like TikTok foreground video-based communication. However, there has been little exploration of multimodal innovations and implications for vocabulary learning. This chapter presents a multiple case study of five international students studying English in Australia to investigate their use of the multimodal innovations of TikTok to organise vocabulary learning. Adopting the concept of affordances, a thematic analysis was conducted based on narrative data gathered from journal entries, stimulated recall interviews, and TikTok posts. Findings identified key multimodal innovations of TikTok: the combination of multiple modes of communication, short-form videos with instantaneous integration of diverse modes, and algorithmic recommendations of multimodal content. Students obtained vocabulary knowledge through multimodal content created with user-friendly video editing features, highlighting audial and visual experiences with support from textual information. Short-form multimodal content facilitated both efficient and productive learning by encouraging the creation of content to recall and retain vocabulary knowledge acquired in everyday life experiences. Algorithms encouraged the students to organise their multimodal learning space on the platform, enhancing the visualisation of online networks. These findings provide insights into situated vocabulary learning and the creation of personalised digital spaces on the platform, suggesting the interconnectedness of digital and everyday life learning.