<![CDATA[The process of acquiring vocabulary through listening activity is central to EFL students’ development, yet how students acquire words from informal digital platforms remains poorly understood. This study examined how EFL students experience acquiring new vocabulary through TikTok listening activities and what impact they perceive on their vocabulary development. Prior quantitative research measured learning outcomes, offering limited insight for students’ internal acquisition processes. This study adopted a qualitative narrative inquiry design, selecting two EFL students who consumed English-language TikTok content for at least one hour daily and reported perceived improvement in vocabulary and listening through the platform. Data were gathered through narrative frames and structured interviews, then analysed using Braun and Clarke’s six-phase thematic analysis. Findings show that vocabulary learning on TikTok followed a consistent sequence, starting from noticing unfamiliar words, inferring meaning from visual and contextual cues, then consolidating retention through subtitle use, video looping, and note-taking. Participants also reported growth in informal vocabulary, stronger listening comprehension in academic contexts, and greater confidence with English. These findings suggest educators can connect students’ informal digital engagement with classroom instruction and help students consolidate vocabulary across informal and academic registers.]]>
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