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Description
This study examines the effectiveness of short-form video platforms as digital tools for English as a Second Language (ESL) vocabulary development among Vietnamese university students. Grounded in multimedia learning theory and micro-learning principles, the study investigates the effects of English exposure, repetition, multimedia elements, and distraction on vocabulary acquisition. A quantitative design was employed, using survey data from 220 students. Data were analyzed through reliability testing, exploratory factor analysis (EFA), multiple regression, and structural equation modeling (SEM). The results show that the model explains a substantial proportion of variance in vocabulary acquisition (Adjusted R² = 0.649). Repetition emerges as the only significant predictor (β = 0.372, p < .001; SEM = 0.549, p = .012), while English exposure, multimedia elements, and distraction are not statistically significant. These findings suggest that repeated exposure, rather than content richness or passive exposure, plays a central role in vocabulary learning. The non-significant effect of distraction further indicates that learners can effectively engage with vocabulary in high-stimulation environments. The study highlights the importance of repetition as a cognitive reinforcement mechanism in short-form video contexts and suggests that platforms such as TikTok and Instagram Reels can support vocabulary learning when designed to promote repeated encounters with target items.
Keywords: short-form video platforms, vocabulary acquisition, repetition, micro-learning, ESL, Vietnam, TikTok, Instagram Reels
