EFL STUDENTS' PERCEPTION OF VOCABULARY LEARNING THROUGH JANE ELISABET'S TIKTOK

This study explores EFL students' perceived impact and challenges in mastering English vocabulary through educational content on Jane Elisabet's TikTok account. Using a qualitative descriptive approach, data were collected through semi-structured interviews with seven participants and analyzed using thematic analysis. The findings revealed that students perceived Jane Elisabet's TikTok content as a valuable supplementary resource for vocabulary learning. Participants reported that simplified explanations, repeated exposure, multimodal presentation, pronunciation modeling, contextual examples, and opportunities to apply new vocabulary in academic and daily communication contributed to improvements in vocabulary mastery, speaking confidence, motivation, and overall language learning. However, participants also experienced several challenges, including limited depth of explanation due to the short-video format, passive exposure leading to vocabulary forgetting, distractions caused by TikTok's algorithm, difficulty using unfamiliar vocabulary appropriately, inconsistent learning habits, fast speech delivery, and the lack of direct interaction for clarification. Overall, the findings suggest that Jane Elisabet's educational TikTok content can serve as an effective informal learning resource to support English vocabulary development for EFL students when used as a complementary learning medium rather than a primary source of instructions.