Teachers as Content Curators : Integrating TikTok into English Vocabulary Instruction for Secondary Students
Abstrak
This study explores the role of teachers as content curators in integrating TikTok into English vocabulary instruction for secondary school students. While TikTok is widely used by students as a source of informal language input, its pedagogical potential remains underexplored from the educator’s perspective. Using a qualitative approach, this research investigates how English teachers select, adapt, and utilize TikTok content in classroom settings to enhance vocabulary acquisition. Data were collected through semi-structured interviews with five English teachers and classroom observations in two secondary schools. The findings reveal that when thoughtfully curated, TikTok content can enrich vocabulary instruction by providing contextual, visual, and culturally relevant language exposure. Teachers reported that aligning TikTok videos with learning objectives and involving students in reflective discussions about content significantly increased engagement and retention. The study concludes with practical recommendations for teachers to effectively integrate short-form video content into vocabulary teaching strategies
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