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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris KEMBARA ELLITE: Journal of English Language, Literature, and Teaching JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Aquinas Journal of English Teaching and Learning Issues Jurnal Pendidikan Bahasa Inggris Proficiency Journal of English Language and Education Journal of Education Research JEPAL (Journal of English Pedagogy and Applied Linguistics) The Journal Of English Teaching For Young And Adult Learners ENJEL: English Journal of Education and Literature Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Pubmedia Jurnal Pendidikan Bahasa Inggris Jurnal Inovasi Penelitian Ilmu Pendidikan Indonesia
Oktarini, Widya
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Constructing Identity, Stance, and Engagement in English Educational TikTok Discourse: A Multimodal Analysis Oktarini, Widya; Citraningrum, Dina Merdeka
English Education: Jurnal Tadris Bahasa Inggris Vol 9 No 2 (2026): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v9i2.32778

Abstract

Short-form video platforms such as TikTok have expanded spaces for informal English learning, yet the ways pedagogical credibility, interpersonal positioning, and audience participation are discursively organised within brief videos remain insufficiently integrated in existing research. This study analysed the construction of identity, stance, and engagement in English educational TikTok content through linguistic and multimodal resources. A qualitative Multimodal Discourse Analysis was applied to thirty videos from five purposively selected creators: @aliciaserena, @ilhamsaheri, @kampunginggrism, @learnmatch, and @discoveryenglishjogja. The data were transcribed verbatim together with on-screen text, gesture, facial expression, intonation, visual layout, effects, editing rhythm, and sound cues, and were analysed through open coding, axial coding, and cross-case interpretation informed by Bucholtz and Hall, Kress and van Leeuwen, and Du Bois. Three interrelated patterns were identified: persona differentiation, lexical contrast as the dominant pedagogical structure, and audience interaction designed as part of video architecture. Five core categories were developed: digital educator identity construction, authority negotiation, engagement-based pedagogy, linguistic ideology, and micro-learning commodification. Within this corpus, pedagogical authority was performed primarily through persona consistency, linguistic fluency, contextual examples, and coordinated multimodal resources rather than through explicit institutional credentials. The study extends digital discourse research by showing that identity, stance, and engagement in educational TikTok operate as an interdependent configuration and provides a basis for critically examining short-form language teaching practices.
Co-Authors Adkia, Vania Klaresta Afkarina, Nailah Ali Usman, Ali Anggraini, Lydia Putri Anita Fatimatul Laeli Cahyaningtiyas, Yola Citraningrum, Dina Merdeka Devanti, Yeni Mardiyana Dzarna Dzarna, Dzarna Fatkurochman, Henri Fatmawati Fatmawati Hanafi Hanafi Handy Hidayati Hatip, Mochammad Indri Astutik Istiqomah, Sri Ayu Mubaroq, Syahrul Mufaridah, Fitrotul Nugrahanto, Pungky Tri Nurkamilah, Nurkamilah Putri, Fitriani Dwiyanti Ramadani, Iftia Asri Tanzil Huda, Tanzil Titik Rahayu Vincha, Villia Wargadinata, Fahmi Rido Widiawati, Febi