Purpose:
TikTok is a popular platform for short videos, making it ideal for micro-learning, especially in learning English as a foreign language (EFL).
Mayer's multimedia principles explore the combination of words and images in learning to assess multimedia effectiveness. Although these principles are significant, evidence of their application in TikTok videos is limited.
This study examines whether applying Mayer’s multimedia principles to EFL TikTok short videos boosts the videos’ popularity (views) and engagement (likes, comments, and shares).

Methodology:
A comprehensive search was conducted for popular EFL teaching TikTok accounts and videos to ensure a complete sampling of the most popular accounts and videos. The research process involved several steps to analyze popular English-teaching TikTok content: identifying accounts with over 1 million followers; analyzing the top five most-watched videos for each account; mapping views, likes, shares, and comments to identify high-impact content; and conducting qualitative analysis of each video selected. Two hundred twenty-eight TikTok videos were analyzed and classified using quantitative and qualitative research methods.

Findings:
The study revealed a complex landscape for applying Mayer’s principles in EFL TikTok videos. Implementing the multimedia principles was not necessarily linked to engagement metrics, challenging established theories in this new context.
Additionally, the analysis showed that conventional "talking head” videos are predominantly featured in EFL TikTok content. In these videos, teachers deliver explicit instruction in a lecture-style format, contrasting with TikTok’s image as a hub for creative multimedia learning. Even though the platform holds the promise for more dynamic interaction, like dialogue-based scenarios and interactive questioning, these formats are comparatively rare.
These findings highlight a paradox, indicating a gap between the platform’s perceived innovative potential and the traditional teaching methods that dominate EFL TikTok videos.

Value:
This study benefits educators, especially EFL instructors. The insights provided are valuable for selecting and enhancing content delivery. By effectively integrating multimedia principles into TikTok, a key platform in students’ lives, educators can adapt their methods to match students’ digital habits and learning preferences.
These unexpected associations can be linked to several factors unique to the platform’s short-form format and user behavior. Unlike traditional educational content, TikTok’s brief videos might lead to cognitive overload when mixing words and images, which contradicts established principles of multimedia learning. The platform’s focus on entertainment and users’ desire for quick, easily digestible content may also prefer more straightforward, text-only videos. The specific type of EFL content or visuals may not have been optimized for this format. Further research is necessary to explore these potential explanations and understand how to effectively adapt multimedia principles for short-form video platforms.

Keywords: TikTok, EFL (English as a foreign language), video-based learning, short videos, content analysis.