This academic research aims to shed some light on students' perceptions of how they experience utilizing TikTok app to improve receptive vocabulary acquisition in EFL learning. This study is a descriptive qualitative research with structural interview as the main instrument of the research, and to get authentic data, I gave face-to-face interviews to ten students. In applying TikTok as a medium of instruction, the teacher builds students' background knowledge first by showing TikTok videos that are aligned with the lesson. Then, the teacher gave examples related to the material, where students were asked to express what vocabulary they had just learned and its meaning in the video. The result of this study was that most students expressed positive perceptions in their learning activities and the utilization of TikTok application to improve receptive vocabulary was achieved in EFL learning. In addition, The findings indicate that students engaged well with TikTok’s multimodal content, which helped them retain informal and contextual vocabulary. However, distraction risks highlight the need for guided use and scaffolding to support focused learning.