Philippine E-Journals

A Pragmatic Discourse Analysis on Illocutionary Speech Acts in TikTok Videos for Language Learning Among Filipino Educational Content Creators

Quennie Marie C. Battad | Edwell Vincent D. Rojas | Julie Ann S. Talandron | Khissey Mae C. Wisco | Ivan Barroga | Danillo Baradillo

Discipline: Linguistics

 

Abstract:

The increasing use of social media platforms in education has created new opportunities for language learning through short-form digital content. However, limited studies have examined how pragmatic features, such as illocutionary speech acts, function within these instructional environments. This study investigates how Filipino Educational content creators on TikTok employ illocutionary speech acts to support language learning. Specifically, it identifies the types of illocutionary speech acts used in TikTok-based language-learning videos, examines how these acts are realized through verbal and non-verbal features, and analyzes how they facilitate comprehension and interaction among learners. The study utilized qualitative discourse analysis of selected TikTok videos produced by Filipino language educators. The analysis was anchored in John Searle’s (1976) classification of illocutionary speech acts, Dell Hymes’ (1974) SPEAKING framework for verbal features, and Mark L. Knapp and Judith Hall’s (2014) framework for non-verbal communication. The findings reveal that four types of illocutionary speech acts - assertive, directive, commissive, and expressive – are commonly used in TikTok educational content. Assertive acts primarily explain grammatical rules and clarify language use, while directive acts encourage learner participation through prompts and instructions. Commissive acts signal the speaker’s commitment to providing explanations and examples, whereas expressive acts help establish rapport and maintain a positive learning environment. The integration of verbal explanations and non-verbal cues, such as gestures, eye contact, and vocal modulation, enhances instructional clarity and promotes audience engagement. Overall, the study highlights the role of speech acts and multimodal communication in facilitating comprehension and interaction in digital language-learning contexts and demonstrates the potential of TikTok as an effective platform for microlearning and technology-mediated language instruction.