Speaker
Abstract section 2: Contribution/research questions
- What is the perceived impact of utilizing TikTok video on L2 students’ writing and speaking skills?
- How do TikTok multimodal features help construct and present L2 students’ socio-cultural identity in the communicative videos?
Abstract section 4: Outcomes/results
Student-participants believed that TikTok provided them a learning platform where they freely practice concise writing, find their identity as a writer, acquire new English vocabularies, and enhance their understanding and practice of writing as a process. They also showed positive oral communication experience on TikTok, as their self-image improved while speaking in front of the camera, minimizing intimidation on the use of English and stage fright as they speak. Then too, TikTok transformed L2 students’ language practice into identity performance where they considered socio-cultural backgrounds of potential audience while they maintain Filipino identity shown in their speech, music, and graphics.
Abstract section 3: Content/method
This qualitative study employed a practical action research method in one state university in the Philippines. A three-week lesson was designed where university students underwent content writing process (pre-writing, drafting, revising, editing, and publishing) and video production using TikTok application. A series of observations was conducted using validated field notes. Another week was spent for in-person semi-structured interview with selected students to investigate their experiences. The observations and the interviews were thematically analyzed (Wa-Mbaleka, 2018).
Abstract section 1: Relevance
In 21st century ELT materials development, O’Halloran (2023) emphasizes the role of multimodality in teaching-learning process responsive to multiliteracy and multicultural demands so that students can produce multimodal content in the target language where socio-cultural identity is acknowledged. Despite TikTok’s popularity in the Philippines, it is not fully maximized as a tool in teaching and learning, most especially in English language learning. While TikTok is mainly used for entertainment purposes, it can potentially become an educational support, specifically in language enhancement and in upholding identity.
Abstract section 5: References
O’Halloran, K. L. (2023). Developing competence in multimodal discourse. In B. Tomlinson (Ed.), Developing Materials for Language Teaching. Bloomsbury Publishing.
Wa-Mbaleka, S. (2018). Writing your thesis and dissertation qualitatively: Fear no more. Oikos Biblios.
| Title | L2 Skills Enhancement and Identity Presentation Via TikTok |
|---|---|
| Teaching Context | College and university education |