Exploring the Role of Social Media Platforms in Enhancing Vocabulary Acquisition at a Vietnamese University

This study examines how social media platforms enhance vocabulary acquisition among Vietnamese elementary EFL learners. It investigates the impact of algorithm-driven content curation on TikTok and Instagram and the role of structured peer feedback in teacher-moderated WhatsApp groups. A quantitative design with 200 urban students involved a short-term, social media–integrated intervention. Data from a 15-item Likert-scale survey and post-test scores were analyzed using descriptive and inferential statistics. Results showed high participant agreement (M = 4.13–4.60, SD ≈ 0.62–0.80), indicating positive perceptions toward multimodal, gamified, and teacher-supported activities. However, regression analysis revealed low predictive power (R² = 0.059, p > 0.05), with only a negative link between strong social media preference and test scores reaching significance. These findings suggest that while social media is well-received, it alone does not ensure measurable vocabulary gains. The study highlights the need for structured scaffolding, targeted feedback, and extended exposure to turn positive perceptions into sustained learning outcomes.