Abstract

English vocabulary acquisition is foundational for Chinese EFL university students but faces challenges from rote memorization, limited authentic exposure due to internet regulations, and high anxiety inhibiting productive use. Although short-video platforms have shown potential in language learning, most existing studies focus on global platforms such as TikTok and YouTube, leaving a significant research gap regarding Douyin—the dominant short-video platform in mainland China. This study investigates Chinese EFL university students’ perceptions of Douyin videos as a multimodal tool for vocabulary learning and the associations between Douyin video use and English vocabulary learning outcomes. A quantitative questionnaire survey was administered to 100 Chinese EFL undergraduates (convenience sampling) from a public university in Jinan, mainland China. Descriptive statistics and Pearson correlations (SPSS) analyzed data. Findings showed positive perceptions, especially for engagement (M=4.18) and motivation, with frequent Douyin use positively correlated with outcomes (r=.51–.57, p<.01). Learners exhibited stronger receptive than productive vocabulary knowledge. This novelty lies in Douyin-specific evidence in China's digital context, addressing gaps in platform bias toward YouTube/TikTok. The study contributes by validating multimodal short videos as supplementary tools, with implications for teachers to integrate curated Douyin content to enhance contextual exposure and reduce anxiety in tertiary EFL curricula.