1.

INTRODUCTION

1.1. Background information

The rise of TikTok among Vietnamese university

students shows its influence worldwide. In Vietnam,

studies such as FPT Polytechnic College and FPT

University in Hanoi (2023) have highlighted the impact

of TikTok on students' learning. Meanwhile, in the US,

25% of users engage with educational content

(Study.com, 2022). TikTok short clips provide users

with spoken English vocabulary, including slang,

idioms, and phrases. This aligns with Krashen's Input

Hypothesis, which emphasizes learning language

through comprehensible input. The Technology

Acceptance Model (TAM) explains TikTok's

attractiveness, as students perceive it as both helpful

for vocabulary learning and user-friendly in design.

Studies from Thu Dau Mot University (2023) and Van

Lang University (2023) confirmed TikTok's role in

improving vocabulary memorization ability and

speaking skills. Unlike traditional education, which just

 focuses on academic terms, TikTok helps students by

providing more informal terms that schools do not teach

and giving exciting content for them to discover. This

will help students communicate more fluently and make

it a valuable tool for learning conversational English.

1.2. Research questions and objectives

1.2.1. Research questions

1. To what extent does exposure to TikTok short-form

videos influence EN students’ acquisition of

conversational English vocabulary?

2. What types of spoken English vocabulary do EN

students commonly acquire through TikTok content?

3. How do EN students perceive the effectiveness of

TikTok as a tool for improving their conversational

English vocabulary?

1.2.2. Overall objective

 To investigate the impact of TikTok on the

acquisition ability of conversational English vocabulary

and evaluate students' perceptions of TikTok as an

informal learning tool.

1.2.3. Specific objective

1. To assess the improvement in conversational English

vocabulary acquisition among English linguistics

students through TikTok exposure.

2. To identify the categories of conversational

vocabulary acquired through TikTok.

3. To explore EN students’ attitudes toward TikTok as a

supportive language-learning tool.

1.3. Significance of the study

This study addresses the conversational

vocabulary gap among IU English Linguistics students

and provides insights into using TikTok as a learning

tool. Based on Krashen's Input Hypothesis and TAM, it

contributes to Vietnam's educational landscape by

informing the linguistics curriculum of English

Linguistics majors at IU, enhancing fluency through

digital technology. The findings may guide education

strategies suitable to students' habits of using social

media and the global trends in social media education.

2. LITERATURE REVIEW

2.1 Main concepts

Informal vocabulary, such as slang, idioms, and

everyday expressions, is an important factor in English

fluency and is essential for English linguistics students.

This type of vocabulary tends not to be prioritized in

traditional class environments because of its dynamic,

context-dependent evolution (Richards & Rodgers,

2014). This research examines the process by which

learners develop this kind of vocabulary through

everyday conversation and social media platforms.

Based on Benson's (2011) application of the

Technology Acceptance Model (TAM), this research

examines how learners acquire language independently

 and through authentic digital media approaches. The

essential point of the process is short-form videos, 15–

60 seconds in length, that combine visual stimulation

and context, present users with contextually meaningful

usage of languages, and are aligned with the input of

comprehensible input in both aural and visual modes,

as posited by Krashen's Input Hypothesis (Zhang &

Cassany, 2021).

2.2. Theoretical Frameworks

The study is based on two key theories:

1. Krashen’s Input Hypothesis (1985) says that

language acquisition is occurring through exposure to

comprehensible input (i + 1). TikTok's authentic videos

provide this input to help IU students in acquiring

conversational vocabulary.

2. The Technology Acceptance Model (TAM) (Davis,

1989) says that technology adoption is based on

perceived usefulness and ease of use. The friendly

interface and educational value of TikTok have

contributed to its widespread acceptance among IU

students, making TikTok a valuable tool for learning

English.

2.3. Previous study

Many studies emphasize the educational

potential of TikTok. In the United States, a survey by

Study.com (2022) showed English as a top learning

subject on TikTok, with 1 in 4 users engaging in

language learning, supporting Krashen's Input

Hypothesis through authentic input. The study by the

University of Minnesota (2023) on French classrooms

used TikTok for real-life language exposure, reinforcing

the Input Hypothesis. In Southeast Asia, a Philippine

study (2023) on Chinese language education

highlighted that TikTok is a comprehensible input, while

a Thai study (2023) has found the teacher-student

interaction by using TikTok, which aligns with TAM's

adoption principles. A Peruvian-Colombian study (2023)

on business skills through TikTok underlined the

educational value of TikTok; this study reflects TAM's

theory of perceived usefulness.

In Vietnam, various studies support TikTok’s role

in language learning. A study at Thu Dau Mot University

(2023) found that TikTok enhanced vocabulary

memorization ability among 122 English majors,

consistent with Krashen’s Input Hypothesis. A report at

Van Lang University (2023) showed that EFL students

figured out that TikTok is an effective tool for speaking

skills, reflecting TAM’s perceived usefulness. The study

on TikTok at FPT Polytechnic (2024) noted vocabulary

improvements, though privacy concerns were a

difficulty. These studies highlight TikTok's educational

potential but lack focus on conversational vocabulary

among English Linguistics students at International

University, which this study addresses.

3. METHODOLOGY

3.1. Study design

 The study uses a mixed-methods approach,

combining both quantitative and qualitative methods to

evaluate the impact of TikTok on conversational English

vocabulary acquisition among IU English linguistics

students. Quantitative methods (pre-/post-tests, survey

ratings, content analysis counts) measure vocabulary

gains and exposure to test Krashen’s Input Hypothesis.

Qualitative methods (interviews, open-ended survey

questions, content analysis themes) explore

perceptions and contextualize vocabulary, guided by

TAM’s focus on usefulness and ease of use. An

analysis of 50 TikTok videos combines both methods to

identify the vocabulary types.

3.2. Samplings

The study includes 100 students aged 18–25 who

take classes in the English Linguistics program (EN

students) at the International University (IU). A targeted

sampling method will be used to guarantee that

participants are represented in all academic years (1st

to 4th).
 All participants will be frequent TikTok users,

spending at least one hour daily on the platform, as

verified through self-reported usage. Participants will

also be required to have a minimum B1 (intermediate)

English proficiency level, as defined by the Common

European Framework of Reference for Languages

(CEFR), confirmed by university records. This

requirement will ensure that participants can use TikTok

content as understandable input for language

acquisition.

The sample is designed to reflect a diverse yet

specific group of young adult learners in an urban

academic setting, allowing for an in-depth exploration of

the use of TikTok as a tool for English language

development among intermediate-level English

linguistics students.

Participants will be randomly divided into two

groups: 50 participants in the experimental group and

50 in the control group.

3.3. Materials

3.3.1. Pre and Post-Tests (Quantitative):

To address Research Question 1 and test

Krashen’s comprehensible input hypothesis. Pre- and

post-tests measure participants’ acquisition of English

slang, idioms, and phrases. Each test comprises 30

items (15 multiple-choice, 15 fill-in-the-blank), aligned

with CEFR B1–B2 levels using the English Vocabulary

Profile (Cambridge English, 2023).

Vocabulary items are sourced from 50 TikTok

videos, focusing on high-frequency B1 slang (e.g., “lit,”

“chill,” “what’s up”), requiring basic vocabulary

knowledge, and B2 idioms/slang (e.g., “spill the tea,”

“slay,” “vibe check”), requiring cultural or contextual

inference. Complex C1/C2 slang (e.g., “yeet,” “stan”) is

excluded unless prevalent in TikTok data. Test items

are contextually modeled after typical TikTok usage

examples (e.g., “This concert is so ___!” for “lit”).

Both groups (experimental and control) will take

the same pre-test before the intervention and the same

post-test after a four-week exposure period. While the

items remain the same, the post-test will feature re-

ordered questions and modified distractors in the

multiple-choice section to minimize rote memorization.

A pilot test will be conducted with 10 English Linguistics

students to ensure clarity and appropriate item difficulty.

Items with extremely low (<20%) or high (>80%) correct

response rates will be revised or removed to prevent

floor and ceiling effects. Two EFL experts will validate

the test, with an expected inter-rater reliability of at least

90%.

Sample items include:

Multiple Choice: What does “vibe check” mean?

a) Assess someone’s mood

b) Plan a party

c) Check social media

d) End a conversation

(Correct: a) B2 level)
Fill-in-the-Blank: “This video is so ___!” (Hint: Slang

for exciting).

(Expected: lit, B1 level)

Quantitative scores are analyzed using paired t-

tests to compare pre- and post-test means within the

experimental group, assessing vocabulary gains. To

attribute gains to TikTok exposure while controlling for

prior knowledge and ruling out chance, Analysis of

Covariance (ANCOVA) will be used to compare post-

test scores between the experimental group (n = 50)

and control group (n = 50) while adjusting for pre-test

scores as a covariate. In this model, the post-test score

is the dependent variable, group assignment is the

independent variable, and the pre-test score serves as

the covariate. This approach controls for baseline

differences in vocabulary knowledge and strengthens

the attribution of observed gains to TikTok as a source

of comprehensible input.

For example, if a participant in the experimental

group scores 10/30 on the pre-test and 20/30 on the

post-test, ANCOVA will compare this improvement with

a control group participant who began with a similar

pre-test score. A statistically significant adjusted

difference would support the hypothesis that TikTok

facilitates vocabulary acquisition through contextual

input.

All tests will be administered in a controlled

environment using Google Forms, supervised by the

researchers, and standardized across both groups.

3.3.2. Surveys (Mixed: Quantitative and Qualitative):

To address Research Question 3, which explores

participants’ TikTok usage and perceptions with the

Technology Acceptance Model (TAM) constructs, a 20-

item mixed-method survey was administered. The

survey combines 20 Likert-scale questions (1–5,

strongly disagree to strongly agree) and five open-

ended questions to capture attitudes and experiences,

adapted from Tran (2023) and Davis (1989).

Quantitative measures include eight items for perceived

ease of use, seven for perceived usefulness, and five

 for perceived limitations . Multiple-choice questions

identify preferred content types.

Likert responses are analyzed with descriptive

statistics, and content preferences yield frequency

distributions. Qualitative open-ended questions are

thematically coded using NVivo, identifying patterns like

frequent slang acquisition. The survey is pilot-tested

with 10 EN students for clarity. Sample questions are:

A. Likert scale

Perceived ease of use:

1. Finding #LearnEnglish videos on TikTok is simple.

2. TikTok’s interface is user-friendly for learning.

3. Searching for vocabulary videos is quick.

4. I can easily replay TikTok videos to learn words.

5. Using TikTok for learning feels intuitive.

6. TikTok is easy to navigate for study purposes.

7. Learning to use TikTok takes little effort.

8. TikTok’s features (e.g., pause, loop) are easy to use.

 Perceived usefulness:

1. TikTok improves my slang vocabulary.

2. TikTok helps me understand idioms in context.

3. TikTok enhances phrase/collocation knowledge.

4. TikTok videos make vocabulary learning engaging.

5. TikTok is effective for conversational English.

6. TikTok boosts my confidence in using slang.

7. TikTok supports overall vocabulary growth.

Perceived limitations:

1. TikTok contains too much distracting content unrelated

to learning.

2. It is difficult to identify high-quality educational videos on

TikTok.

3. I often get distracted by entertainment videos while

using TikTok for learning.

4. Some TikTok videos include inappropriate or misleading

language.

5. Using TikTok for learning requires high self-discipline.

B. Multiple choice
1. Which content helps most?

a) #LearnEnglish b) Lifestyle c) Humor d) Other

C. Open-ended questions

1. List a phrase learned from TikTok.

2. What challenges do you face using TikTok for learning?

3. How does TikTok compare to other learning tools?

4. Suggest improvements for TikTok as a learning tool.

Quantitative Measures

The survey included Likert-scale questions (1–5,

strongly disagree to strongly agree) to assess

perceptions of TikTok's utility and ease of use. For

example, participants rated statements such as "TikTok

helps me learn conversational English vocabulary" and

"TikTok is easy to use for learning English." Multiple-

choice questions identified preferred content types, with

options including educational, lifestyle, humor, and

others. Responses were analyzed using descriptive

statistics, yielding metrics such as mean Likert-scale

scores (e.g., 4.3/5 for vocabulary learning) and

frequency distributions (e.g., 50% preferring humor).

Qualitative Measures

Open-ended questions give a detailed response about

specific vocabulary acquisition and learning

experiences. These responses were thematically coded

to identify patterns, such as frequent mentions of slang

acquisition. Thematic analysis highlighted qualitative

trends in how TikTok content facilitated language

learning, complementing quantitative findings.

The survey's mixed-method design provides a wide-

ranging evaluation of TikTok's role in vocabulary

learning. It captures both statistical trends and the

diverse perspectives of EN students who used TikTok,

the questionnaire will be piloted with a small group of

EN students to ensure the clarity and relevance of

items.

3.3.3. Semi-Structured Interviews (Qualitative):

To address Research Question 3, which

examines participants’ experiences and challenges in

using TikTok for English vocabulary learning within the

framework of the Technology Acceptance Model (TAM),

semi-structured interviews were conducted. These

interviews provided in-depth qualitative insights into

participants’ perceptions, complementing the survey’s

mixed-method data.

There will be an interview that lasts for 15 to 20

minutes and will be conducted with 10 selected

participants from the sample of 100, ensuring

representation across academic years (1st to 4th year).

Open-ended questions explored participants'

engagement with TikTok, perceived benefits for

vocabulary acquisition, and challenges encountered.

The semi-structured format allowed flexibility to probe

deeper into responses, capturing nuanced experiences.

Interviews were audio-recorded with participants'

consent, transcribed verbatim, and thematically

analyzed to identify recurring themes. For example,

positive engagement was reflected in comments like

"TikTok is fun and keeps me motivated," while

challenges included "distractions from non-educational

 content." Thematic coding followed an iterative process,

with initial codes (e.g., "engagement," "distractions")

refined into broader themes aligned with Technology

Acceptance Model (TAM) constructs, such as perceived

usefulness and barriers to adoption.

The interviews were piloted with five EN students

to clarify the question and ensure cultural relevance to

other participants. The qualitative approach strengthens

the study by providing detailed participant perspectives,

which help clarify how TikTok's interactive environment

supports or distracts vocabulary learning among

English linguistics students.

Sample Questions:

1. What English phrases have you learned from TikTok?

2. How does TikTok compare to classroom learning?

3. How easy is TikTok to use for learning vocabulary?

4. What challenges do you face (e.g., distractions)?

3.3.4. Content Analysis (Mixed: Quantitative and

Qualitative):
 To address Research Question 2, which

investigates the types of vocabulary (slang, idioms, and

everyday phrases) present in English-language TikTok

videos as comprehensible input, a mixed-method

content analysis was conducted on 50 videos. This

analysis supported Krashen’s hypothesis by examining

the linguistic content available to learners.

The videos, selected for high views and likes and

relevance (tagged with #LearnEnglish, #EnglishTips, or

categorized as lifestyle or humor), were coded using a

thematic framework to identify vocabulary types. Each

video was analyzed for occurrences of slang, idioms,

and everyday phrases. Frequencies were calculated

using Excel or NVivo, yielding percentage distributions

across vocabulary types (e.g., 65% slang, 20%

phrases, 15% idioms). This quantitative approach

provided a clear profile of the vocabulary prevalent in

TikTok content, enabling assessment of its alignment

with B1–B2 CEFR levels and its potential as input for

vocabulary acquisition.
 Thematic coding was applied to interpret the

contextual use of vocabulary within videos. For

instance, the term "lit" was coded in the context of a

party scene, and "slay" was linked to humorous or

empowering content. To ensure reliability, the coding

framework was validated through feedback from 5–10

EN students during semi-structured interviews, who

confirmed the relevance of identified terms (e.g., "I

learned 'slay' from humor videos"). The qualitative

analysis enhances the understanding of how video

context facilitates vocabulary comprehension and

retention.

The content analysis will be piloted on a subset of

five videos to refine the coding framework, ensuring

consistency and relevance. This mixed-method

approach provides a broader evaluation of TikTok's

linguistic content, supporting the hypothesis that TikTok

is a reliable and comprehensible input for English

learners.

Sample Coding Categories:

1. Slang: "lit," "vibes," "slay."

2. Idioms: "Spill the tea," "Hit the nail."

3. Everyday Phrases: "What's up," "No worries."

Implementation Among EN Students:

1. Selection: Collect 20-30 video suggestions from the

logs of EN participants, filtering to the top 20 based on

views, likes, and relevance, reflecting IU’s linguistic

interests (e.g., humor skits, educational content).

2. Coding: Two researchers watch the videos, noting

vocabulary instances in a spreadsheet (columns: Video

ID, Views, Hashtag, Slang, Idioms, Phrases). Example:

A video with “This is lit!” coded as 1 Slang.

3. Validation: Share the coded list with 5–10 EN students

during interviews, asking: “Did you notice these words?

Which did you learn?” Adjust the codes based on their

feedback.

4. Analysis: Quantify frequencies and identify thematic

patterns (e.g., slang dominates humor videos).

3.5 Validity and reliability

The tests align with IU’s conversational contexts,

validated by EFL experts. CEFR B1–B2 vocabulary

ensures input suitability, cross-referenced with EVP

(Cambridge, 2023). Surveys/interviews pilot-tested for

TAM relevance.

A pilot test with 10 IU students (Cronbach's alpha > 0.7

for quantitative items). Standardized test scoring. Video

coding by two researchers (Cohen's kappa > 0.8 for

qualitative and quantitative coding).

Participants will be free to decide whether to join in or

not, and they are free to join or leave at any time

without facing pressure or consequences. Before

participating in this study, participants will review all

necessary information about the study’s purpose,

methods, potential benefits, and risks