Please enable JavaScript.
Coggle requires JavaScript to display documents.
Enhancing Student's Communicative Competency through Self Directed…
Enhancing Student's Communicative Competency through Self Directed Learning VIA Tiktok
Objectives/ Questions
To encourage students to be more independent in finding English materials online
To explore the effectiveness of TikTok as the solution to curb language problems (not confident, pronunciation etc.)
To offer an alternative for teachers to use the available online video materials for their English lessons
To promote digital literacy while enforcing explicit procedural scaffolding in language learning.
Literature Review
The use of mobile devices for micro-learning and micro-assessment can be an effective teaching and learning strategy in the context of secondary education.(S.A Nikou, 2018)
TikTok can be a potential educational tool in future since it enables the delivery of small learning units in a short timespan (less than 60 seconds). Designing and delivering creative learning content using TikTok can benefit pedagogical methodologies based on nano-learning principles, thereby facilitating the creation of high-quality e-learning content.(Khlaif and Salha, 2021)
MALL (Mobile Assisted Language Learning) provides maximum opportunities for both language teachers and learners to make learning happen without time and location limit and get access to abundant materials and resources by using their mobile devices .MALL can be utilized to improve learners’ vocabulary, listening, reading and speaking skills.(Yang,2020)
TikTok enables students to apply the communicative language approach, which can encourage them to constantly practise with the aid of the features in TikTok and gradually improving until they are satisfied and improve their proficiency level (Edwards, 2021)
Materials that are available online supports Lev Vygotsky's scaffolding theory as this creates effective procedural scaffolding, due to personalised environment, collaborative communication and accessible project based tasks. (M.T. Davis, 2006)
Zone of Proximal Development and Scaffolding (Vygotsky, 1978)
The ability to communicate requires four different sub-competencies: grammatical, sociolinguistic, discourse , and strategic.
(Canale and Swain, 1980)
Communicative Competence Theory (Canale and Swain, 1980)
Introduction/ Background of study
The use of the Internet/ online platform like TikTok has helped students tremendously in facilitating them to find interesting materials independently. As one of the most popular social media applications in Malaysia,Tik Tok which features short-video sharing can have positive effects on learning performance based on massive research done by many researchers.
Some teachers' approach is still very much traditional despite following the current framework (CEFR), syllabus and guidelines. TikTok acts as a handy alternative tool for flipped classroom activity where students can learn autonomously
With the introduction of CEFR, English is now particularly assessing all 4 skills, students are becoming more familiar with their own level for each skill, consequently enabling them to autonomously devise their own course of action in order to improve to the next level (Wok Zaki, A., 2021).
One of the aspirations in Malaysian Education Blueprint (2015-2025) is students should have bilingual proficiency and the current implementation of KSSM goes hand in hand with this. (Malaysian Educational Blueprint, 2015)
Significance of study
The use of TikTok is aligned with Canale and Swain’s communicative competence theory
Provide guidelines for ESL teachers to implement the use of digital tools in teaching Gen Z
TikTok (social media) will assist students to learn autonomously as they have easy access to international resources. Eg: videos shared by native speakers, videos that are more animated and an abundance of experienced teachers providing content.
TikTok is a valuable digital tool which contributes to further reinforce the current CEFR framework by exposing students to English language communication settings
Problem statement
Most flipped classrooms employ YouTube videos which can be lengthy and consequently, discourage students (Manchaiah et al., 2020) in independent learning. TikTok is much more compact and provides hashtags if students want to find more relevant videos
When teacher shows video in class, the environment does not personally cater to all students' comfort (how many times videos are played, no control to pause video and look up for meaning)
Teachers do not possess adequate digital skill to produce their own videos to keep up with the current learning trends that employ technology in the classroom. They do not have the skill to plan, edit and share their personally developed videos. On TikTok, there many available sources with no copyright issue. Videos can be downloaded and shared by anyone.