Vietnamese College Students’ Perception Towards Using TikTok for Independent English Speaking Practice

Authors

DOI:

https://doi.org/10.54855/paic.2468

Keywords:

Perception, MALL, TikTok Duet, technology assisted language learning, EFL, Independent learning, Vietnamese students, Speaking skill

Abstract

With the rise of digital platforms, TikTok has emerged as a popular social media platform with potential applications in English language learning. Among its features, TikTok Duet, allows users to create split-screen videos with others, presenting unique opportunities for practicing speaking skills. This study explores non-majors' perceptions of using TikTok Duet to independently improve their English speaking skills. Participants were students at an elementary English level at a private college in Vietnam, including 9 interviewees and 40 students completing questionnaires. The study indicated that most students felt TikTok Duet enhances their English speaking, pronunciation, and confidence, and even grammar and vocabulary. However, some students expressed reluctance to use TikTok Duet due to privacy concerns, limited response time and technical issues. The study suggests implementing technical support, offering privacy protection measures, and providing external incentives for students to engage with this practice.

Author Biography

Ngo Thanh Tam, FPT Polytechnic College, FPT University, Hanoi, Vietnam

Ms. Ngo Thanh Tam is a lecturer at FPT Polytechnic College in Hanoi. She holds a CELTA teaching certificate. As a co-founder and coordinator of the Community of English Practice (CEP), she actively organizes professional development workshops for teachers in Vietnam. Her professional interests include continuous professional development and integrating ICT/AI in teaching English.

References

Aloraini, N., & Cardoso, W. (2020). Social media in language learning: A mixed-methods investigation of students’ perceptions. Computer Assisted Language Learning, 35(8), 1707–1730. https://doi.org/10.1080/09588221.2020.1830804 DOI: https://doi.org/10.1080/09588221.2020.1830804

Alshalawi, A. S. (2022). The influence of social media networks on learning performance and students' perceptions of their use in education: A literature review. Contemporary Educational Technology. https://files.eric.ed.gov/fulltext/EJ1364882.pdf DOI: https://doi.org/10.30935/cedtech/12164

Hamsia, W. (2024). Using TikTok as a media to enhancing speaking skills in English foreign language classroom: A lesson learned from ESP contexts. Journal of Language and Literature Studies, 4(2), 507-515. https://doi.org/10.36312/jolls.v4i2.1951 DOI: https://doi.org/10.36312/jolls.v4i2.1951

Iswahyuni, D. (2021). Embracing social media to improve ESL learners’ English skill. Professional Journal of English Education, 4(4), 704-711. DOI: https://doi.org/10.22460/project.v4i4.p704-711

Karya, P. J., Takarroucht, K., Zano, K., & Zamorano, A. (2022). Developing the Prototype of Picture-Based Learning Materials in the Teaching of Speaking Skills. Journal of Language and Literature Studies, 2(2), 109–116. https://doi.org/10.36312/jolls.v2i2.763 DOI: https://doi.org/10.36312/jolls.v2i2.763

Luu, L. P. T., Nguyen, T. N. Q., Vo, N. T. T., & Nguyen, M. T. H. (2021). The Need of Applying English Learning Apps to Help Van Lang University Students Improve Their Spoken English Performance. AsiaCALL Online Journal, 12(2), 72-86. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/33

Nurwinda, S., & Ambarwati, E. K. (2024). Using TikTok to practice speaking skills: Experience of Indonesian university students. Journal of English Educational Study, 7(1), 3171. https://doi.org/10.31932/jees.v7i1.3171 DOI: https://doi.org/10.31932/jees.v7i1.3171

Rahmawati, A., Syafei, M., & Prasetiyanto, M. A. (2023). Improving Speaking Skills through Tiktok Application: An Endevour of Utilizing Social Media in Higher Education. Journal of Languages and Language Teaching, 11(1), 137. https://doi.org/10.33394/jollt.v11i1.6633 DOI: https://doi.org/10.33394/jollt.v11i1.6633

Smith, E. E. (2016). “A real double-edged sword:” Undergraduate perceptions of social media in their learning. Computers & Education, 103, 44-58. https://doi.org/10.1016/j.compedu.2016.09.009 DOI: https://doi.org/10.1016/j.compedu.2016.09.009

Snow, D., Sun, O., & Li, X. (2017). Learning to speak in an exam-focused world: A study of independent language learning in China. In H. Reinders, D. Nunan, & B. Zou (Eds.), Innovation in language learning and teaching: New language learning and teaching environments (pp. 167-181). Palgrave Macmillan. DOI: https://doi.org/10.1057/978-1-137-60092-9_3

Taj, I. H., Sulan, N., Sipra, M., & Ahmad, W. (2016). Impact of mobile-assisted language learning (MALL) on EFL: A meta-analysis. Advances in Language and Literary Studies, 7(2), 76-83. https://doi.org/10.7575/aiac.alls.v.7n.2p.76 DOI: https://doi.org/10.7575/aiac.alls.v.7n.2p.76

Tran, Q. T., & Duong, H. (2021). Tertiary Non-English Majors’ Attitudes Towards Autonomous Technology-Based Language Learning. Proceedings of the AsiaCALL International Conference, 533(978-94-6239-343-1), 141–148. https://doi.org/10.2991/assehr.k.210226.018 DOI: https://doi.org/10.2991/assehr.k.210226.018

Wagner, M. N. L., Donskaya, M. V., Kupriyanova, M. E., & Ovezova, U. A. (2016). Perspectives of introduction of the mobile-assisted language learning (MALL) technology. International Journal of Environmental and Science Education, 11(15), 8562-8571. https://files.eric.ed.gov/fulltext/EJ1117787.pdf

Wan Azli, W. U. A., Shah, P. M., & Mohamad, M. (2018). Perception on mobile-assisted language learning (MALL) usage in English as a second language (ESL) learning among vocational college students. Creative Education, 9, 84-98. https://doi.org/10.4236/ce.2018.91008 DOI: https://doi.org/10.4236/ce.2018.91008

Yusnimar, Y. (2019). Autonomous learning and teacher guidance: Towards the improvement of EFL students’ prepared talk in speaking practice. Studies in English Language and Education, 6(1), 97-107. https://doi.org/10.24815/siele.v6i1.10080 DOI: https://doi.org/10.24815/siele.v6i1.10080

Zhen, L. S., Zainuddin, F. N., Zin, M. A. M., & Yunus, M. M. (2022). It takes two to tango: Using TikTok Duet challenge to improve conversation skills. International Journal of Academic Research in Progressive Education and Development, 11(1), 1-15. https://doi.org/10.6007/IJARPED/v11-i1/12017 DOI: https://doi.org/10.6007/IJARPED/v11-i1/12017

Downloads

Published

2024-11-01

How to Cite

Ngo, T. T. (2024). Vietnamese College Students’ Perception Towards Using TikTok for Independent English Speaking Practice. Proceedings of the AsiaCALL International Conference, 6, 112–122. https://doi.org/10.54855/paic.2468

Issue

Vol. 6 (2024): Integrating AI Tools for Personalized Language Instruction

Section

Research Article

License

Copyright (c) 2024 Ngo Thanh Tam

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The copyright of all articles published in the Proceedings of the AsiaCALL International Conference (paic) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the aicp are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.