BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC BÀ RỊA-VŨNG TÀU VŨ MINH NGỌC APPLYING TIKTOK TO IMPROVE STUDENTS’ SPEAKING SKILL AT HUYNH KHUONG NINH SECONDARY SCHOOL LUẬN VĂN THẠC SĨ Bà Rịa -Vũng Tàu, tháng 5 năm 2024 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC BÀ RỊA-VŨNG TÀU VŨ MINH NGỌC APPLYING TIKTOK TO IMPROVE STUDENTS’ SPEAKING SKILL AT HUYNH KHUONG NINH SECONDARY SCHOOL LUẬN VĂN THẠC SĨ Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã ngành: 8140111 CÁN BỘ HƯỚNG DẪN KHOA HỌC: PGS. LÊ HƯƠNG HOA Bà Rịa-Vũng Tàu, tháng 5 năm 2024 BA RIA VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE Ba Ria Vung Tau, February 2024 MASTER’S THESIS REPORT Student name: VU MINH NGOC Sex: Female Date of birth: 11/02/1997 Place of birth: Ba Ria Vung Tau Province: Vung Tau Major: English Language Student code: 21110041 I- Thesis title: APPLYING TIKTOK TO IMPROVE STUDENTS' SPEAKING SKILL AT HUYNH KHUONG NINH SECONDARY SCHOOL II-Objectives and contents: The purpose of this study was to investigate at the effectiveness of the TikTok app in helping students improve their speaking abilities at Huynh Khuong Ninh Secondary School. The specific objectives of the research are as follows: To what extent can TikTok help improve students’ speaking skills at Huynh Khuong Ninh secondary school? What are the students’ attitudes towards TikTok application? This study is conducted at Huynh Khuong Ninh Secondary School in Vung Tau city. The participants of this study are students of class 9A3.
It involves a class consisting of thirty- five students; twenty girls and fifteen boys. To achieve the desired results, the researcher conducts tests and delivers questionnaires to the participants to collect data. Besides, the mixed methods design is employed, and the data are analyzed via SPSS and Excel. III- Starting date: (as stated in the Decision issued by the University) IV- Completing date:.
V- Academic supervisor: (full name, title) LE HUONG HOA, ASSOC. ACADEMIC SUPERVISOR SCHOOL HEAD ((full name, signature) ((full name, signature) STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: APPLYING TIKTOK TO IMPROVE STUDENTS' SPEAKING SKILL AT HUYNH KHUONG NINH SECONDARY SCHOOL in terms of the statement of Requirements for the Thesis in Master’s program issued by the Higher Degree Committee. The thesis has not been submitted for the award of any degree or diploma in any other situation. Ba Ria - Vung Tau City, February 2024 Vũ Minh Ngọc v RETENTION AND USE OF THE THESIS I hereby state that, Vu Minh Ngoc being the candidate for the degree of Master in TESOL, accepts the requirements of Ba Ria - Vung Tau University relating to the retention and use of Master’s theses deposited in the library.
In terms of these conditions, I agree that the original of my thesis deposited in the library should be assessable for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan, or reproduction of the thesis. Ba Ria - Vung Tau City, February 2024 Vũ Minh Ngọc vi ACKNOWLEDGEMENTS I would like to express my gratitude to those who have helped and supported me during the hard time doing my research and completing this thesis. First, my gratefulness goes to my respectful supervisor, Assoc. Le Huong Hoa, for pushing me forward in writing up and revising my thesis and providing with constructive comments and precious guidance throughout the stages of doing research and thesis writing.
I am thankful for the continuing support that the management of the Huynh Khuong Ninh Secondary School in Vung Tau city provided when I was working on my thesis. Last but not least, I am very grateful to my incomparably caring and loving parents. Without my parents, I would never have had the chance to pursue further study and to concentrate on completing my thesis. Without the encouragement, support and guidance provided by those named or unlisted, I would not have completed this Master’s thesis.
vii ABSTRACT The purpose of this study was to investigate at the effectiveness of the TikTok app in helping students improve their speaking abilities at Huynh Khuong Ninh Secondary School. The research consisted of one treatment class, with all participants receiving a pre-test on their L2 speaking abilities to ensure all variables were not different. To explore how TikTok can assist students in developing their speaking abilities, the experimental class's teaching approach was linked to communication activities completed within the TikTok app. A post-test on students' level of speaking abilities was administered to the students in order to analyze the improvement of the participants' speaking skills in L2 and offer a comparison of their development before and after using TikTok as a learning and teaching tool.
The results of the study revealed that there was a significant improvement in the speaking scores of the students. Almost all of the scores of the class were much higher after the treatment sessions. Moreover, there is an improvement in student’s confidence and learning attitude. The application can motivate participants in their study and most of the students hold a positive view on using TikTok as an educational tool.
Keywords: TikTok application, effectiveness, communication, tool. viii Table of Contents STATEMENT OF ORIGINALITY .v RETENTION AND USE OF THE THESIS. viii LIST OF TABLE. xii LIST OF FIGURES.
xiii LIST OF ABBREVIATIONS. xiv CHAPTER 1: INTRODUCTION .Research aim and objectives .Significance of the study .Organization of the study .The definition of speaking .2 The importance of speaking .The elements of Speaking .Difficulties in Speaking English as a Foreign Language .Definition of Tiktok .Characteristics of learning and teaching on TikTok .Tiktok as a Language Learning and Teaching Tool.Advantages and Disadvantages of Tiktok.Classification of TikTok techniques. Overview of related studies. 24 CHAPTER 3: RESEARCH METHODOLOGY .Restatement of the research questions .Reasons of choosing action research .The setting of the research.
Speaking English with Zach duet videos. The relationship between selected duet videos and the main curriculum for grade 9 students .Language complexity in chosen duet videos compared to level A2 proficiency31 3.6: The Association Between Topics Covered In Speaking Test And TikTok Clips .Data collection instruments. FINDINGS AND DISCUSSION .Students’ perceptions of using TikTok application in studying speaking English62 4.Students' perceptions of new vocabulary .Students' perceptions of pronunciation .Students' perceptions of grammar .Influence of TikTok on students’ gestures, emotions, and intonation .Students' perceptions of being motivated.Students’ opinion of the TikTok application .Students’ feeling during the process of using TikTok application to practice speaking English .Students’ feeling after practicing speaking .Students' interest in the “Duet me Challenge” feature.TikTok app is an effective learning medium.Students’ speaking ability by using TikTok application .Students' positive attitudes towards learning speaking skill through TikTok application.Improvement of students' speaking skill .Summary of the chapter. 77 CHAPTER 5: CONCLUSION AND SUGGESTION .For English teachers .Recommendations for further research.
88 Appendix 2: Question in speaking test. 89 xi LIST OF TABLE Table 3.1: Depicted the design.2: Grading criteria for the pre-test and post-test. 56 xii LIST OF FIGURES Figure 2.1: The conceptual framework of the study .1: Action Research Process (Model Kurt Lewin) .2: Data analysis of the study .1: TikTok application help students gain more insight of new vocabulary 62 Figure 4.2: TikTok application help students gain more insight of pronunciation .3: TikTok application help students gain more insight of grammar. TikTok application show students how to use proper gestures, emotions, and intonation.5: TikTok application can motivate students’ learning process.6: Students’ positive opinion about the TikTok application .7: Students’ feeling about TikTok application during the process of learning.8: Students’ feeling after using TikTok application .9: Students’ feeling about “Duet me challenge” feature on TikTok application.10: Students’ opinions about TikTok application as an effective medium in improving speaking skills.
71 xiii LIST OF ABBREVIATIONS % Percent EFL English as a Foreign Language L2 Second Language xiv CHAPTER 1: INTRODUCTION This chapter presents the underlying rationale, which gives the framework of the study and illustrates the context that raises the study issue. Additionally, this chapter focuses on the research aim and objectives, and research questions. The significance and the organization of the study are also presented in this chapter.Rationale English is spoken in 188 countries, with 83 countries using it as their official language. As a result, English is known as a “global language” and it is the official language of international and national conferences.
Numerous countries that utilize English as a foreign language require students to pass international English tests in order to communicate with foreigners and study abroad. In Vietnam, children begin learning English in elementary schools, and secondary school students must attend at least three periods of English classes each week. For university entrance, English is one of the most important subjects that every student is required to pass as a basic standard. English is the most commonly taught foreign language in Vietnam.
According to Ur (1996), among the four language skills, speaking seems intimately the most important one. It is a common belief that those who can speak English are fluent in the language as if speaking includes all necessary knowledge for a language. Speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (Chaney & Burk, 1998). Teachers, therefore, have a duty to formulate the basic skills for students as much as possible to communicate in English outside of the classroom context.
Nowadays, there are many pedagogical rules to teach a language. According to Curtis, A. (2017): “there are 10 teaching language methodologies in general: Communicative language teaching (CLT), Task-based language teaching (TBLT), Content and language integrated learning (CLIL), Cooperative Language Learning (CLL), Direct Method, Grammar-Translation, Audio lingual, Total Physical Response, The Silent Way and Natural approach. However, there is not any specific method that teachers have to apply in one classroom.
As long as educators are dedicated to constantly trying to employ creative and innovative classroom teaching strategies to improve the 1 learning outcomes of the students, that is the right method for teaching a language.” For speaking skills specifically, there are also many different speaking teaching strategies used in schools depending on the context. Cooperative activities, role-play, creative tasks, and drilling are some common ways of teaching speaking. Cooperative activities can develop the language of negotiations (Newton, J. Role-play activities involve students acting out diverse social scenarios (Anjaniputra, A.
According to Solcova (2011), students increase their fluency the most when they engage in creative projects that require them to focus on producing something instead of the language itself. According to Thornbury (2005), in order to improve pronunciation, activities which involve copying and repeating words, phrases, and even full utterances like drilling is the one of the best method. Normally, a face-to-face conventional method is prioritized in most schools and many other learning institutions to provide materials and teach communication. Unfortunately, in 2019, the world faces a serious global pandemic, which is COVID-19 (Ciotti, M.
This virus affects every aspect of life, especially the education field in which English learners are presented with unprecedented obstacles. To slow the spread of the COVID-19 epidemic, face-to-face teaching and learning are temporarily suspended. In this scenario, e-learning has been brought into the teaching and learning field. Among many educational applications, TikTok at that time is one of the most widely used ones.
Many students and teachers utilized this mobile app as a learning and teaching language tool (Omar, B. There are many reasons why TikTok application is favored by many educators and learners. First, in the 5.0 society, the advancement of information and communication technology has had a significant impact on education, specifically in teaching and learning activities. (2013), “stated that applying the use of technology as a medium in the educational system can assist in the learning process.
Secondly, the use of technology in education benefits both students and instructors by allowing them to communicate outside of the classroom context.