This narrative thematic literature review examines the benefits of using TikTok for incidental slang vocabulary learning among Generation Z students. This review synthesizes data by identifying recurrent patterns rather than assessing individual studies, drawing on prior research on vocabulary acquisition, social media-assisted language learning, and slang use in digital contexts. The analysis reveals that TikTok facilitates the acquisition of accidental slang vocabulary learning through contextualized meaning use, real-world language exposure, audiovisual elements, and enhanced learner motivation and engagement. The platform’s short-form, multimodal content which allows for frequent exposure to slang in authentic communication circumstances, facilitating meaning inference and informal vocabulary awareness. However, variations across studies indicate differences in vocabulary depth, retention, and learners’ capacity to control proper slang usage, especially in academic settings. While most studies report positive perceptions of TikTok as an informal learning space, issues related to the informal nature of slang and the absence of structured pedagogical guidance remain underexplored. This review identifies a research gap in empirical studies that specifically examine Gen-Z students’ perceptions of TikTok for incidental slang vocabulary. Thus, more qualitative study is advised to investigate how students view, assess, and handle slang they have learnt via TikTok in both academic and informal settings.
