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LITERATURE REVIEW

TikTok’s explosive popularity among youth, driven by its interactive features

and diverse content, has sparked growing interest in its potential as a language

learning tool. Its comment sections, in particular, serve as dynamic spaces where

language learners encounter informal expressions, slang, and cultural references in

real-time interactions. This literature review examines how TikTok, particularly its

comment sections and local content incorporating slang and idioms, influences

colloquial language acquisition among local high school students.

This study aims to explore how TikTok comments influence colloquial

language acquisition among language learners. Specifically, it seeks to answer

several key questions. First, it examines how language learners perceive the role of

TikTok comments in acquiring slang, idioms, and cultural expressions. It also

investigates what specific themes or patterns emerge from learners' interactions with

TikTok comments in relation to their language development. Furthermore, the study

analyzes how exposure to TikTok comments affects learners’ ability to use colloquial

expressions in communication.

Focusing on learners’ experiences, interpretations, and challenges, this

qualitative study investigates how social media interactions shape informal language

learning. To contextualize this study and highlight its contribution to the field, the

literature review is organized around five key themes: social media as a language

learning platform, colloquial language acquisition in youth, cultural diffusion via digital

media, the role of content creators, and educational implications. By synthesizing

existing research, this review provides a foundation for understanding the

intersection between digital media engagement and informal language learning.

Social media platforms have emerged as powerful tools for informal language

acquisition, offering authentic exposure to real-world language use. The first two
decades of the 21st century have seen significant sociocultural transformations in

Western societies, including Spain, that have inevitably influenced language use.

One of the defining aspects of this era is the rapid and widespread growth of social

media platforms (e.g., Instagram, Twitter, Facebook, and TikTok) and streaming

services (e.g., Netflix, YouTube) (Jenkins, 2009). By 2014, an estimated 91.3% of

young Spaniards were actively engaging in online social networking (Shoeni et al.,

2015).

As social media has become a dominant mode of communication,

interpersonal interactions have increasingly shifted from traditional face-to-face

conversations to digital exchanges. This shift has altered the way individuals

communicate, as online interactions often lack immediate verbal and non-verbal

cues, leading to a restructuring of conversational norms. Consequently, the

conventional rules of direct communication may no longer apply in the same way in

these ‘mediated’ digital spaces. This transformation could influence how individuals

engage in real-life conversations, affecting their ability to navigate social cues,

maintain engagement, and interpret meaning beyond text-based interactions.

Furthermore, the rise of digital communication fosters the creation of new linguistic

expressions, abbreviations, and discourse styles that may further shape modern

language use in both online and offline settings. In addition, as people spend more

time online, especially on platforms like TikTok, their language use naturally shifts to

fit these environments. Young people, in particular, often copy the informal phrases

they see in comments or videos because they feel more connected to their peers

who use them. This repeated exposure helps learners become more familiar with

casual expressions, and over time, they begin to use these words in their own

conversations—even outside the app. This shows how everyday online habits can

slowly shape someone’s way of speaking.

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 Devi Nurhastuti et al. (2024) argue that platforms like Instagram, Twitter, and

YouTube enhance vocabulary, comprehension, and conversational skills through

slangs and current trends. Malik and Qureshi (2024) ground this in Krashen’s Input

Hypothesis, noting that comprehensible input from social media fosters incidental

learning of vocabulary and grammar. TikTok, with its short, engaging videos and

interactive comments, builds on this foundation. Zaitun, Hadi, and Indriani (2021)

found that storytelling tasks on TikTok improved EFL students’ speaking proficiency,

while Zhen et al. (2022) demonstrated gains in micro-level skills (e.g., grammar,

pronunciation) due to its up-to-date, authentic content. Nguyen Thi Thanh Van and

Tran Thi Thanh Mai (2023) further note that TikTok’s duet feature and native speaker

content facilitate natural fluency and slang acquisition. These studies positions

TikTok as a dynamic extension of social media’s language learning potential,

particularly for informal contexts.

A recent local study by Cabrera and Santos (2023) explored how Filipino

students engage with TikTok comments and found that 82% of respondents reported

improvements in their conversational English, particularly in understanding slang and

idiomatic expressions. Their study suggests that exposure to authentic digital

conversations helps learners internalize informal speech patterns, which aligns with

Krashen’s Input Hypothesis stating that comprehensible input leads to natural

language acquisition. Similarly, Gonzales and Ramos (2023) examined the linguistic

habits of Gen Z students in the Philippines and discovered that many incorporate

slang from TikTok into daily communication. Their findings reinforce the idea that

TikTok is not just a platform for entertainment but also an informal learning tool

where digital immersion fosters language fluency. Moreover, learners tend to feel

more comfortable practicing language in a fun and pressure-free environment. Since

TikTok doesn’t feel like a traditional classroom, students are more open to trying out

new phrases or slang they discover. They may not worry too much about making
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mistakes, which actually helps them learn better. This relaxed setting can build their

confidence in speaking and understanding real-world English. The informal vibe of

TikTok makes learning feel like part of their daily routine rather than a school task.

The combination of interactive engagement (through likes, comments, and

duets) and repetitive exposure to native and non-native speakers provides a unique

digital space where learners pick up colloquial expressions subconsciously. This

supports the idea that TikTok, as a user-driven language-learning tool, helps

students develop an awareness of cultural expressions beyond what is typically

taught in formal education.

Social media enables microlearning, where learners absorb small, digestible

language chunks daily. Godwin-Jones (2018) argues that digital tools facilitate

language retention through repeated exposure. Similarly, Benson and Chik (2019)

emphasize that real-time interactions in social media comments improve

spontaneous language use.

Moreover, Albalawi (2021) found that 74% of EFL learners using digital

platforms like TikTok showed improvement in conversational fluency. Gee (2004)

introduced the concept of situated learning, where knowledge is best acquired in

authentic, interactive environments. TikTok’s short-form videos, interactive comment

sections, and real-life speech patterns create an optimal situated learning

experience, reinforcing informal vocabulary retention. This also means students are

not just memorizing words from a book—they are seeing how these words are

actually used in comments and conversations. For example, they learn when and

how to say "lit" or "lowkey" not just by definition, but by seeing how other users react

to certain videos. This kind of learning sticks better because it feels real and relevant.

It's like picking up a new phrase from a friend rather than a dictionary.

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 TikTok usage declines significantly among older demographics. Users aged

45–54 constitute only 7.90% of the total audience, while those aged 55 and above

represent just 6.20%. Overall, individuals aged 45 and older make up 14.10% of

TikTok’s user base, suggesting that while engagement decreases with age, a notable

portion of middle-aged adults still actively use the platform. These statistics

underscore TikTok’s dominance among younger generations, reinforcing its role as a

space for digital communication, cultural exchange, and language acquisition

(Geuens, 2024).

In the Philippines, despite being a relatively recent platform, TikTok has

rapidly gained traction, nearly matching Facebook and Instagram in popularity while

surpassing X (formerly Twitter) as the most-used social media platform among

Filipinos aged 16 to 20, with a usage rate of 67.9%. According to Chan (2024), as of

February 2024, TikTok has secured its position as the 10th most-visited website in

the Philippines, making it the second-youngest platform in the country's top 10

rankings.

Driven by its interactive features and diverse content, TikTok has sparked

growing interest in its potential as a language learning tool. Its comment sections, in

particular, serve as dynamic spaces where language learners encounter informal

expressions, slang, and cultural references in real-time interactions. This literature

review examines how TikTok, particularly its comment sections and local content

incorporating slang and idioms, influences colloquial language acquisition among

local high school students (Grade 10).

Adolescence is a critical period for acquiring colloquial language, shaped by

social interaction and media exposure. It is the time when their minds are more

welcoming of new information. According to Pesina et al. (2021), heightened

neuroplasticity in the brain during early years enables the rapid formation and
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strengthening of new neural pathways. Tagliamonte (2016), reinforces this idea when

he claimed that teenagers develop their own unique linguistic style, sometimes called

a "language bracket" or "peer group vernacular." This means they use specific slang,

expressions, and speech patterns that are unique to their age group and social

circles. This is especially attained when language develops through social

interaction, especially through dialogue with more knowledgeable others, which is the

TikTok comment section, in this context. This aligns well with Lev Vygotsky’s

Sociocultural theory focused on sociolinguistics. Thorsen (2018) found that 12-13-

year-olds reported learning English from video games and internet use, with 58%

attributing significant gains to online platforms. Estensen (2021) extends this to older

teens, noting that TV shows, movies, and social media scrolling were key to their

perceived proficiency.

Medietilsynet (2020) highlights TikTok’s prominence among 9-18-year-olds,

with 65% usage (73% among girls), suggesting its influence on this age group. De

Wilde, et.al. (2020) emphasize that informal settings complement formal education,

fostering subconscious acquisition of slang and idioms, as per Krashen (2003). Local

research also supports the idea that TikTok contributes to colloquial language

acquisition among Filipino students. In a study by David and Villanueva (2023), it was

found that 75% of Grade 10 learners actively integrate newly learned slang and

idioms into their daily conversations after encountering them on TikTok. Their

research highlights the platform’s subconscious impact on linguistic development,

reinforcing Vygotsky’s Sociocultural Theory, which states that language is acquired

through interactions with more knowledgeable individuals—including peers and

digital content creators.

Similarly, De Guzman (2022) examined the evolution of youth slang in the

Philippines and found that expressions such as “bet,” “fr” (for real), and “lowkey”

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originally from African American Vernacular English (AAVE)—have now become

commonly used among Filipino teenagers. This illustrates how exposure to digital

platforms accelerates linguistic change, allowing informal expressions from Western

social media to become embedded in Filipino youth culture. These findings suggest

that TikTok plays an increasingly influential role in informal language learning by

providing real-time exposure to conversational English, slang, and culturally

embedded expressions. For Grade 10 students, this susceptibility to media-driven

language aligns with their high TikTok engagement, making them ideal for studying

colloquial uptake. In this way, TikTok becomes more than just a source of

entertainment, it becomes a mirror of how young people think, talk, and express

themselves. The way students talk with their friends often reflects what they’ve seen

or read on the app. Whether it’s joking in the comments or using a trend-related

phrase, they are unknowingly practicing language skills. Teachers may find that

many expressions heard in class discussions now come from social media rather

than textbooks.

According to Laufer and Nation (2019), repeated exposure to high-frequency

informal words in digital media strengthens long-term vocabulary retention. Social

interaction plays a crucial role in adolescent language acquisition, as highlighted in

Vygotsky’s Zone of Proximal Development (ZPD), which states that learners develop

new skills through interactions with more knowledgeable peers.

Moreover, teenagers inherently possess a rebellious mindset. This occurs

due to a conflict between the learners' existing cognitive framework and the

educational content or methods used by the educators (Huizhen, 2021). In result to

this, secondary students find traditional class learning monotonous, motivated by

their rebellious mentality, will cultivate curiosity to seek alternative learning

experiences outside the classroom, leading them to discover other ways to learn that

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is much suited to their personal preferences (Hu, 2024). They turn to digital platforms

(e.g., TikTok, Instagram, X) where language is dynamic, engaging, and reflective of

their social identities. This is further emphasized by De Houwer and Ortega (2020)

who introduced the concept of youthlect (youth dialect), which describes how

teenagers create age-specific linguistic trends influenced by their online

environments.

Kim and Park (2022) further emphasize that social media fosters

“glocalization,” where local dialects integrate foreign slang into daily speech, shaping

modern youth vernacular. This trend also shows how teenagers become part of a

global conversation. Even though they live in different countries, they use similar

slang or phrases because they’ve seen the same content. TikTok breaks the

boundaries of location, allowing students to learn language and culture at the same

time.

Digital platforms accelerate the global spread of language, blending local and

foreign elements. Barton and Potts (2013) argue that digital technology increasingly

drives language learning beyond formal education, with social media as a key vector.

Devi Nurhastuti et al. (2024) note that platforms expose learners to cultural nuances

and colloquial expressions absent from traditional materials, a process Lantolf and

Thorne (2006) describe as context-specific mediation through socio-technical

artifacts. In China, Hengzhi Hu and Kehan Du (2022) highlight TikTok’s role as a

leading Web 2.0 tool, where spatial and temporal contiguity in videos aids learning.

Locally, this diffusion manifests as creators integrate Western slang into content,

supporting Al-Qaysi and Al-Emran’s (2017) findings on code-switching and linguistic

hybridization. These findings frame TikTok as a conduit for Western slang to reach

students via local mediation, even without direct Western FYP exposure. Digital

platforms facilitate cultural diffusion, where language and cultural practices spread

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beyond traditional geographical boundaries. Pennycook (2010) argues that social

media does not just transmit language but actively reshapes linguistic norms by

blending local and global expressions.

A study by Fernandez and Cruz (2023) examined how digital media,

particularly TikTok, influences Filipino students’ speech patterns. Their research

found that 60% of students regularly mix English slang with Filipino words in casual

conversations, demonstrating a linguistic hybridization effect. This supports

Appadurai’s (1996) “Mediascape” theory, which suggests that mass media serves as

a cultural bridge, shaping language and identity in ways that transcend geographical

boundaries. This blending of local and foreign linguistic elements illustrates how

TikTok is not just transmitting language but actively reshaping the way young

learners communicate. Filipino students increasingly adopt and normalize Western

slang, demonstrating how digital platforms play a key role in the modernization and

hybridization of youth vernacular.

Appadurai’s (1996) “Mediascape” theory supports this, explaining how mass

media contributes to the globalization of language. In the Philippines, terms like

“bussin’,” “cap/no cap,” and “vibe check” have become commonplace among youth,

despite originating in Western pop culture. Bhatia and Ritchie (2012) suggest that

such linguistic hybridization enriches communication by expanding learners’ linguistic

repertoires.

Content creators significantly influence language use among youth, acting as

models in social learning contexts (Bandura, 1977, cited in Malik and Qureshi, 2024).

Herlisya and Wiratno (2022) attribute TikTok’s positive effects on EFL learners’

confidence and communication to creators’ authentic, relatable content, a finding

echoed by Hengzhi Hu and Kehan Du (2022) in China’s context. Xiuwen and Razali

(2021) note that social media creators enhance English proficiency by providing
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diverse linguistic input. On TikTok, comment interactions and creator-driven trends

amplify this, with Nguyen Thi Thanh Van and Tran Thi Thanh Mai (2023) highlighting

how students learn slang and phrases from native and local creators alike.

Locally, Santiago and Lim (2023) investigated the impact of Filipino TikTok

influencers on language learning and found that 70% of students actively follow

content creators who showcase informal English expressions. Their findings suggest

that students subconsciously adopt new words and phrases by watching and

engaging with influencers’ content. Similarly, Villanueva (2023) observed that

learners not only pick up slang but also mimic pronunciation, intonation, and speech

patterns from Filipino-English content creators. This aligns with Bandura’s Social

Learning Theory (1977), which states that people learn by observing and imitating

role models. Since TikTok fosters interactive engagement, students are more likely to

internalize language patterns from content creators than from traditional textbooks.

These findings further highlight that TikTok creators act as linguistic models,

influencing both formal and informal language development among young learners.

Another important point is that content creators often make the learning process feel

more personal. Many young users relate to these creators because they talk in a way

that feels natural and easy to follow. This encourages students to copy how they

speak, including their pronunciation and tone. Over time, this helps students improve

not only what they say but how they say it, which is important for sounding fluent and

confident in any language.

Bandura’s Social Learning Theory (1977) suggests that people learn by

observing and imitating role models. On TikTok, content creators function as digital

language mentors, exposing users to natural speech patterns and informal

expressions.

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 A study by Mohammed and Al-Qahtani (2023) found that 68% of TikTok users

actively follow language influencers to improve vocabulary and pronunciation.

Furthermore, Larasati (2024) highlights how TikTok’s storytelling features help

students contextualize slang, improving comprehension. Creators who actively

engage with their audience through comment replies also enhance participatory

learning, making language acquisition more interactive and retention-friendly.

The interplay between informal digital learning and formal education offers

both opportunities and challenges. Ferstephanie and Pratiwi (2022) found that TikTok

enhances EFL sub-skills (e.g., fluency, creativity), suggesting broader pedagogical

potential. Ed B. Bautista (2020) notes students’ positive perceptions of social media’s

interactivity and engagement, aligning with Vygotsky’s social constructivism (Malik

and Qureshi, 2024), which emphasizes learning through interaction. By utilizing the

reply feature, social media can be transformed into a (social) mediator for

subsequent cycles of collective reflection and reproduction (Lewis, Pea, and Rosen,

2010) or social meaning-making (Wong, Chin, Tan, and Liu, 2010). In light of this

issue, social media creation can be seen as a self-initiated learning task where the

target language is used to share thoughts and experiences. This process is enriched

by social interactions, not only to challenge or expand the meaning of the artifact but

also to provide peer reviews and support in improving linguistic accuracy. However,

Devi Nurhastuti et al. (2024) caution that informal platforms risk internalizing non-

standard forms, necessitating critical guidance. Hengzhi Hu and Kehan Du (2022)

and Larasati (2024) advocate integrating TikTok into language frameworks to

leverage its motivational and authentic benefits, yet empirical studies remain limited,

particularly outside Southeast Asia and China.

Interestingly, the Department of Education (DepEd) Curriculum Guide for

English (Grades 7-10) already incorporates learning competencies related to idioms,

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colloquial expressions, and cultural influences on language. For instance, students in

Grades 7 and 8 are expected to use appropriate idiomatic expressions in

interpersonal communication, while Grade 10 learners analyze how language is

shaped by cultural and historical influences. These competencies highlight that

DepEd recognizes the value of informal expressions in language development. Given

this, TikTok’s comment sections provide students with real-world exposure to these

expressions, reinforcing what they are already expected to learn in school.

Furthermore, by integrating social media-based language learning into formal

instruction, educators can bridge the gap between academic objectives and real-

world language use, making learning more engaging and contextually relevant.

Teachers can even use popular TikTok videos as warm-up activities or examples

during class. This would help bridge the gap between what students enjoy doing in

their free time and what they are required to learn in school. Instead of resisting

students' interest in TikTok, educators can guide them in using it more wisely, for

example, analyzing how certain slang is used, identifying its meaning, and knowing

when it is or isn’t appropriate to use. This kind of integration can make language

lessons feel more modern and practical.

This theme positions this research as exploring TikTok’s educational role in

colloquial learning for local students.

The literature underscores social media’s role in language learning

heightened among youth via cultural diffusion and creator influence, with educational

implications. Studies like Zaitun et al. (2021), Herlisya and Wiratno (2022), and Zhen

et al. (2022) focus on TikTok’s macro- and micro-level L2 benefits, while Nguyen Thi

Thanh Van and Tran Thi Thanh Mai (2023) highlight slang acquisition. Yet, this

research predominantly targets formal EFL skills, not naturalistic colloquial uptake

like slang in non-Western contexts. Hengzhi Hu and Kehan Du (2022) note a lack of
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TikTok-specific studies in diverse settings, and while Devi Nurhastuti et al. (2024)

address broader social media, TikTok’s unique comment-driven role remains

underexplored. This study’s exclusive TikTok focus, while a limitation given other

platforms’ influence (e.g., YouTube, Snapchat), is justified by its local prominence

and interactive features. Thus, it addresses these gaps by examining how TikTok

comments and local creator content drive colloquial language acquisition among

Grade 10 students.

While existing studies like Zaitun et al. (2021) and Herlisya and Wiratno

(2022) highlight TikTok’s macro-level benefits for L2 learning, research on colloquial

uptake in non-Western contexts remains limited. Hengzhi and Du (2022) emphasize

that most TikTok-based studies focus on formal EFL education, leaving informal,

slang-based learning underexplored.

To address this, future research should consider longitudinal studies tracking

how students’ spoken and written English evolve with continued TikTok exposure.

Furthermore, studies on hybrid learning models, where TikTok-based instruction is

integrated into formal curricula, could provide insights into its long-term educational

value.

Rooted in social learning and cultural diffusion theories, this review

establishes TikTok as a potent yet understudied platform for language acquisition. By

focusing on local high school students and naturalistic slang uptake, it extends

beyond L2 proficiency studies, offering insights into informal learning dynamics and

educational potential in a digital age.

TikTok allows students to be exposed to different words, phrases, and

accents in a fun and engaging way. The interactive features, such as comments,

duets, and live videos, encourage real-time communication, helping students practice

language skills naturally. Since the platform is widely used by young people, it

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creates a comfortable space for learning without the pressure of a formal classroom

setting.

However, there are also challenges to using TikTok for language learning.

Some content may include slang or informal words that are not appropriate for

academic or professional use. Additionally, the fast-paced nature of videos may limit

deeper understanding of grammar and sentence structure.

Despite these challenges, TikTok has great potential as an educational tool.

Future research can explore how teachers and students can use it effectively to

improve language skills while balancing formal and informal learning. By

understanding its role in education, TikTok can become a valuable platform for

enhancing language learning in modern times.

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