The Effect of Gen Z Digital Language-Integrated Microlearning Videos on Vocabulary Retention among Indonesian EFL Learners

Nadia Khairun Nisa (Universitas Islam Darul Ulum Lamongan, Indonesia)
Daniar Sofeny (Universitas Islam Darul Ulum Lamongan, Indonesia)
Irmayani Irmayani (Universitas Islam Darul Ulum Lamongan, Indonesia)

PESHUM
Vol. 5 No. 5: Agustus 2026

Vocabulary retention remains a persistent challenge in English as a Foreign Language (EFL) learning, particularly when vocabulary instruction relies primarily on memorization and decontextualized word lists. This study investigated the effect of Gen Z digital language-integrated microlearning videos on Indonesian EFL learners’ vocabulary retention. A quantitative quasi-experimental design with a non-equivalent control group design was employed involving 30 eleventh-grade Indonesian EFL learners from a private vocational high school in Lamongan, East Java, Indonesia. The participants were assigned to an experimental group (n = 15) and a control group (n = 15) through purposive sampling. The experimental group received vocabulary instruction through two- to three-minute microlearning videos integrating Gen Z digital language features, including informal digital expressions, abbreviations, emojis, contextual examples, and visual illustrations, whereas the control group received conventional vocabulary instruction. Vocabulary knowledge was measured using a pre-test, post-test, and delayed post-test administered seven days after the intervention. Because the data violated the assumptions of normality and homogeneity, the Mann–Whitney U test and Wilcoxon signed-rank test were employed for data analysis. The findings revealed that the experimental group showed significant improvement from the pre-test to the post-test and maintained relatively stable performance on the seven-day delayed post-test, indicating effective short-term vocabulary retention. Significant differences were also observed between the experimental and control groups in the post-test and delayed post-test. However, the significant baseline difference identified in the pre-test suggests that these findings should be interpreted with caution. Overall, the results indicate that Gen Z digital language-integrated microlearning videos have the potential to support vocabulary learning and short-term vocabulary retention among Indonesian EFL learners.