SHORT VIDEO PLATFORMS TO LEVERAGE SENIOR HIGH SCHOOL STUDENTS’ ENGLISH VOCABULARY MASTERY: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.62388/jrgi.v5i2.640Kata Kunci:
Short Video Platforms, English Vocabulary Learning, EFL, Learner Autonomy, Systematic Literature ReviewAbstrak
Short video platforms have emerged as promising tools for English vocabulary learning, yet evidence regarding their effectiveness in secondary-school EFL contexts remains fragmented. This systematic literature review synthesizes recent evidence on TikTok, YouTube Shorts, and Instagram Reels, with particular attention to vocabulary achievement, retention, engagement, learner autonomy, and implementation challenges. Guided by a PRISMA 2020-informed procedure, the review thematically synthesized empirical studies and recent systematic reviews published during the past decade. Findings indicate that short-form video learning generally supports vocabulary development, motivation, attention, and learner autonomy through multimodal input, authentic contexts, subtitles, replicability, and concise presentation. However, evidence remains heterogeneous, with limitations involving small samples, brief interventions, perception-based measures, and weak comparison designs. Notably, research directly targeting senior high school students and comparing major short-video platforms remains scarce. This review contributes a focused research agenda emphasizing rigorous comparative designs, validated vocabulary measures, delayed post-tests, and longitudinal follow-up.
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