Using tiktok application and shadowing technique to develop speaking skills for 10 th grade students at dong son 1 high school

HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGESGRADUATION THESIS USING TIKTOK APPLICATION AND SHADOWING TECHNIQUE TO DEVELOP SPEAKING SKILLS FOR 10 TH GRADE STUDENTS AT DONG SON 1 HIGH

HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES

GRADUATION THESIS

USING TIKTOK APPLICATION AND SHADOWING TECHNIQUE TO DEVELOP SPEAKING SKILLS FOR 10 TH GRADE STUDENTS AT DONG

SON 1 HIGH SCHOOL

Supervisor : M.A, Đặng Thị Nguyệt

Student : Trần Thị Phương Thảo

Class : K21A - FFL - HDU

Course : 2018 – 2022

Thanh Hoa, June 2022

I certify that this minor thesis entitled “Using Tiktok application and shadowing technique to develop speaking skills for 10 th grade students at Dong Son 1 high school” is the study of my own research and the substance of this research

has not been submitted for a degree to any other university or institution

Thanh Hoa, 2022

Tran Thi Phuong Thao

I would like to express my special thanks to my supervisor Ms Dang Thi Nguyetfor her constant guidance, suggestions, dedication and professionalism through myresearch

Then, I would like to thank other teachers of Department of Foreign Languagesfor their useful lessons and materials during 4 years which construct the background ofthe paper

I am also indebted to 20 students of class 10A5 at Dong Son 1 High School fortheir support and participation in my research

I would like to thanks the librarians at Hong Duc University who lent me a lot ofmaterials and provides me with advantageous condition to complete the thesis

Last but not least, I wish to express my heart-felt gratitude to my family and myfriends, who always encouraged and supported me in the process of completing thepaper

Finally, I would like to thank the readers who have patiently read and givenvaluable comments on this thesis

Thank you very much!

This is an experimental research study designed to help grade 10 students at

Dong Son 1 High School enhance their speaking skills After discovering that students'speaking skills are lacking and that their speaking abilities are poor, the study was

created to improve their speaking abilities for 20 grade 10 students throughout the

academic year 2020-2021 To increase pronunciation, vocabulary, expressiveness,speaking, and reflection skills, the approach included using shadowing technique Theinformation was gathered through casual conversations with students and a surveyquestionnaire administered as a pretest and a posttest at the beginning and conclusion

of the term The data revealed that pronunciation and expression are the most commonissues among the students The intervention took place throughout the second semesterfor one month The results of the posttest, survey questionnaire, and informalinterview with students conducted during the project revealed that the intervention

helps grade 10 students of Dong Son 1 High School enhance their speaking skills.

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENT

ABSTRACT

LISTS OF TABLES AND FIGURES

LIST OF TABLES

LIST OF FIGURES

PART I INTRODUCTION

1 Rationable

2 Aims of the study

3 Scope of the study

4 Methods of the study

5 Design of the study

PART II: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1.1 Speaking skills

1.1.1 Definitions of speaking skills

1.1.2 Difficulties in learning speaking skills

1.1.3 Techniques to develop speaking

1.1.3.1 Retell a story in English

1.1.3.2 Retell a sample video in English

1.1.3.3 Repeat a conversation in English

1.1.4 Social networking platforms and learning English speaking skills

1.2 Shadowing technique

1.2.1 Definitions of shadowing

1.2.2 Types of shadowing

1.2.3 The importance of shadowing technique in developing speaking skills

1.3 Tiktok application

1.3.1 An overview of Tiktok application

1.3.2 The popularity of Tiktok application

1.3.3 The use of Tiktok application in learning English speaking

CHAPTER 2 : METHODOLOGY

2.1 Context of the study

2.2 Subjects of the study

2.3 Instruments of the study

2.3.1 Questionnaire

2.3.2 Interview

2.3.3 Pre-test and Post-test

2.4 Experimental procedure

2.4.1 Participant

2.4.2 Procedure syllabus

CHAPTER 3: FINDINGS AND DISCUSSION

3.1 Findings from the pre-test and post-test

3.1.1 The result of general speaking skills

3.1.2 Grammar structure

3.1.2 Vocabulary

3.1.3 Pronunciation

3.1.4 Fluency

3.1.5 Coherence

3.2 Findings from questionnaire

3.2.1 Students self-evaluation their speaking abilities

3.2.2 Students’ common problems when communicating in English

3.2.3 The awareness of students of the shadowing technique

3.2.4 Students’ frequency of using Tiktok and Shadowing technique

3.2.5 Students’ difficulties of using Tiktok and shadowing technique

3.2.6 Students’ self-evaluation their improvement after one-month shadowing

3.2.7 Students’ attitudes towards the effectiveness of students’ self-using Shadowing application

3.2.8 Students’ willingness to continue practice with sshadowing technique

PART III: CONCLUSION

1 Summary

2 Limitations of the study

3 Suggestions for further study

REFERENCES

APPENDICES

LISTS OF TABLES AND FIGURES

LIST OF TABLES

Table 1 1 Types of shadowing (Tamai, 2005)

Table 1 2 Types of shadowing (Manseur, 2015)

Table 2 1 The 6-level foreign language proficiency framework in Vietnam for Grade 10th students

Table 3 1 Students’ general speaking skill

Table 3 2 Students’ levels of using grammar

Table 3 3 Students’ levels of using vocabulary

Table 3 4 Students’ levels of pronuciation

Table 3 5 Students’ levels of fluency

Table 3 6 Students’ level of Coherence

Table 3 7 Students’ difficulties of using Tiktok and Shadowing technique

Table 3 8 Students’ self-evaluation their improvement after one-month shadowing

LIST OF FIGURES Figure 3 1 Students’ self-evaluation their speaking skill

Figure 3 2 Students’ common problems when communicating in English

Figure 3 3 The awareness of students of shadowing technique

Figure 3 4 Students’ using social network for studying English

Figure 3 5 Students’ attitudes towards the effectiveness of students’ self-using Shadowing application

Figure 3 6 Students’ willingness to continue practice with shadowing technique

PART I INTRODUCTION

1 Rationale

English is now widely regarded as the international language, and it is used

in all aspects of our life When we want to apply for a job, one of the firstprerequisites is to be able to communicate in English With the advancement ofsociety, we must not only speak English but also achieve a high degree ofproficiency in order to satisfy the high standards of the job we wish to apply for

The process of creating and communicating meaning via the use of verbaland nonverbal cues is known as spoken language Vietnamese language learningand instruction include a significant amount of spoken language Today, everyschool must endeavor to develop students' communication abilities throughteaching English orally

It is well acknowledged that one of the primary goals of learning English is

to be able to communicate in it The ability to communicate in English is a criticalfactor for evaluating English learners Speaking, on the other hand, is not easy tomaster, and there are numerous issues with learning speaking abilities, such asvocabulary and syntax Many people can form sentences, write words, andunderstand all of the words on paper, but they are unable to apply them in real-lifesituations This indicates that their command of the English language isinsufficient Despite their excellent language and grammar, they are uncomfortableconversing with strangers Many people struggle with how to pronounce wordscorrectly and talk more naturally

There are numerous successful methods for learning foreign languagescurrently available, but one that has yet to gain widespread acceptance in Vietnam

is shadowing Shadowing is one of the most practical and successful ways forforeign language learners to develop their listening and speaking skills Thisstrategy will assist beginners in simply simulating the language's pronunciation andintonation Students and learners prioritize learning English on online platformsbecause of their convenience and ease of use, including the new social networkingtool Tiktok, which has piqued the interest of young people

The researcher chose the topic "Using Tiktok application and shadowing

technique to develop speaking skills for 10 th grade students at Dong Son 1 high

school " for the reasons stated above "Dong Son 1" is a research project.

Hopefully, this thesis will prove to be a valuable resource in resolving variousissues associated to learning English, particularly speaking skills

2 Objectives of the study

My study aims at the following concrete targets:

 Investigating into students’ current situation in learning speaking skills

 Examining the effectiveness of using Tiktok application and shadowingtechnique in improving English speaking skills

3 Research question

1 What is the current status of English speaking skills among 10th grade students

at Dong Son 1 High School?

2 What effect does the use of Tiktok application and Shadowing technique have

on grade 10 students in Dong Son 1 High School learning speaking skills process?

4 Scope of the study

Due to limited time and limited knowledge, in this research, I would like tofocus only on the content of the shading technique: presenting the current situation

of learning speaking skills of 10th grade students at East High School Son 1 (20students in grade 10A5 were selected to participate in the research experiment),presented the process of applying this technique in self-training speaking skillsfrom using social networking platforms that's Tiktok for 1 month

5 Methods of the study

To seek answers for the research, the data are analyzed from materialcollection and were collected from survey questionnaires and interview

First of all, for the theoretical basis, a lot of reference materials on shadowingare analyzed and synthesized carefully with the due consideration for students’learning situations

Secondly, the questionnaires and interviews are conducted to the students tocollect the most reliable data for the study

Thirdly, the pre-test and post-test are conducted to evaluate the students’speaking level The pre-test is conducted to evaluate the reality of students’

speaking level and the post-test is conducted to prove the effectiveness ofshadowing technique in improving speaking skill after one trial month.

6 Design of the study

This paper consists of three parts:

PART I: INTRODUCTION – shows the rationale, aims, scope, methods, anddesign of the study

PART II: DEVELOPMENT (the main part of the study) is divided into threechapters:

Chapter 1: Literature review – provides an overview on shadowing, speaking skills.Chapter 2: Methodology – provides context of study, subject, instruments andprocedure

Chapter 3: Findings, discussion

PART III: CONCLUSION – shows the conclusion, references and suggestion forfurther study

PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

This chapter shows the research review relevant to the study It willelaborate the definition of speaking, difficulties in learning speaking and technique

to improve speaking Moreover, the definition of shadowing, characteristics ofshadowing, advantages of shadowing are also presented

1.1 Speaking skills

1.1.1 Definitions of speaking skills

Speaking is an interactive process of constructing meaning that involvesproducing, receiving and processing information (Brown, 1994; Burns & Joyce,1997) Its form and meaning are dependent on the context in which it occurs,including the participants themselves, their collective experiences, the physicalenvironment, and the purposes for speaking It is often spontaneous, open-ended,and evolving However, speech is not always unpredictable Language functions(or patterns) that tend to recur in certain discourse situations, can be identified andcharted ( Burns & Joyce, 1997)

Based on Nguyen and Nguyen (2001), speaking is one of the skills that have

to be mastered by students in learning English There are some definitions ofspeaking skill below, such as; according to Richard (2008), 19 states that inspeaking we tend to be getting something done, exploring ideas, working out someaspects of the world, or simply being together If the students can speak Englishfluently that can help them to easy communicate and also explore their idea.Speaking English well also helps students to access up-to-date information in fieldsincluding science, technology and health and so on According to (Cameron,2001:

40, Brown, 2004: 140) Speaking is a productive skill in the organs of speech

to express meaning which can be directly and empirically observed

According to Ladouse (in Nunan, 1991) speaking is described as the activity

as the ability to express oneself in the situation, or the activity to report acts, orsituation in precise words or the ability to converse or to express a sequence ofideas fluently From those explanations, the researcher concludes that speaking is

an activity about what we say to what we see, feel and think. When we feel

something, we want someone can hear us So, in this process we can call it is aninteraction between two sides. Moreover, speaking cannot be separated fromlistening aspect because speaking involves speaker and listener in builtcommunication.

1.1.2 Difficulties in learning speaking skills

Arifin (2007) conducted a study to have a deeper insight into howpsychological problems affect the students in the speaking classroom He pointedout that there are two major problems in speaking, which are low-confidence andanxiety Notably, the unconfident students are easily influenced by the feeling thatthey are “stupid”, “worthless” (Afirin, 2007) In relating to anxiety, he also claimedthat when a student performed a presentation in front of the class or a group ofpeople, anxiety usually strikes Sharing the same point of view, Ur (1996) definedcommonly-encountered problems among English learners as follows:

 Inhibition: fear of making mistakes, afraid of criticism, and shyness

 Nothing to say: learners have problem with finding motives to speak,expressing opinions, and giving comments

 Low or uneven participation: often caused by the tendency of some learners todominate in the group

 Mother-tongue use: particularly common in fewer disciplines or lessmotivated classes, learners find it easier to show off their ideas in their nativelanguage

In terms of inhibition, as many researches, fear of making mistakes is consideredthe main factor is bringing negatively feelings affect students‟ speaking abilities.Nakhala (2016) illustrated that shyness is a source of the problem encountered bystudents during speaking He explained that when one feels shy, his mind goesblank and forget what to say According to Brown and Lee (1994, p269), “one ofthe major obstacles learners have to overcome in learning to speak the anxietygenerated over the risks of blurting things out that are wrong, stupid, orincomprehensible” Secondly, learners feel hard to think of anything to expresstheir ideas because their mind goes blank Rivers (1968) indicated that when beingasked about the topic they know very little or have no idea, students tend to keep

Thirdly, participants in speaking class are distributed unfairly As reported by

Ur (1996), this problem was described as the large numbers of students in thespeaking group tended to dominate the group It can be explained that in a group,there are different kinds of students with specific characteristics and levels Thosewho are more proactive and talkative will speak more often than quiet students.Nguyen and Tran (2015) had the same opinion when it comes to speaking skills –related problems They claimed that hardly did any classroom speaking activitiesseemingly receive even participation from students

Finally, undoubtedly that the overuse of mother-tongue in speaking classhinders students from improving their speaking abilities Harmer (1991) definedthat there are some reasons for such a certain issue First, if the students have to saysomething unfamiliar with them, they tend to use their language to more naturallyexpress ideas and thoughts Secondly, it is comfortable to speak in mother-tonguelanguage It is also stated in Nguyen and Tran (2015) Moreover, Rababah (2002)also shared the same opinion; he summarized that there are some factors causingdifficulties in speaking English, which is related to the learners themselves, theteaching strategies, the curriculum, and the environment

1.1.3 Techniques to develop speaking

There are various techniques to develop speaking by themselves but due totime allowance and limited knowledge, in this part I just focus on 3 techniques thatstudents can use to develop their speaking skill by themselves:

1.1.3.1 Retell a story in English

Retell a story to take the challenge a step further You retell other people'sideas in your own words I'd start with a well-known story from your culture Yourtranslation must convey not only the literal meaning of the words, but also allrhetorical and cultural nuances Alternatively, you can retell a simple story inEnglish using different words Begin by reading something simple, such as a fairytale or a fable Either way, it will improve your English communication skills

1.1.3.2 Retell a sample video in English

Retell a sample video allows you to select a video on any topics that you are

interested Then you can use it in two ways: for long videos, you can watch theentire video and summarize the main content with a shorter video of yourself re-expressing that main content, or if the video is short, you can listen to it and talkback to it It will eventually improve your English speaking skills.

1.1.3.3 Repeat a conversation in English.

Big universities, theaters and culture societies organize events like opendebates, spoken word readings and improvised storytelling gatherings These areplaces where you can come and mingle with like-minded people and practicespeaking English

Many cities are now hosting TED or TEDx talks where you can register toparticipate and share your innovative ideas Check the events page of your localuniversity to see if there are any available It might be a nerve-racking experience,but it would be great for your English!

1.1.4 Social networking platforms and learning English speaking skills

Not only has the modern period substantially increased the pace ofinformation transmission, but it has also increased individual connectednessthrough mobile devices Digital tools and social media (also known as socialnetworking sites) based on emerging mobile technology have created a whole newpotential environment for language acquisition Because anyone can connect to theinternet and communicate with people all over the world, it has gradually opened apath, a new era for language learning simpler with different forms Simply bysending simple texts, video calls, or voice chats to a large number of individuals on

a daily basis There have been several ways to study since then, including socialnetworking sites, webpages, and online learning apps This improved experienceresulted in more user involvement and social networking Since then, several ways

to study through social networking sites, websites, and online learning appscomparable to social networks have emerged to help and grow everyone's languagelearning process Ones nowadays, particularly young people, are the most likely toutilize social media

As we can see, the most common means of learning through social networksnowadays are through global social networking sites like Facebook, Tiktok,

Instagram, and others, where we can easily interact with many other internationalfriends without spending anything, if not for free Many learning methods, such as:Through Facebook, Instagram allows you to make new friends from all around theworld, including native English and American speakers, and interact with them on

a daily basis or whenever you have spare time Join online learning groups topractice together, correct one other's errors, grow together, and exchange usefullearning advice

In addition, we see now a new website with good coverage, Tiktok, withshort videos and many different forms of video recording, including ways likerolephay practice, duet with videos of native speakers speaking yes available at acertain time, with the advantage that short videos that are not too difficult are alsomade and practiced by many people

Learning on social networks is more than just seeing to know; it takes onmore various shapes to assist learners practice every day and enhance languageabilities Significantly improves trainees' speaking skills

1.2 Shadowing technique

1.2.1 Definitions of shadowing

Shadowing is a language learning technique developed by the AmericanProfessor Alexander Arguelles, first in Germany and then in Korea, in learning aforeign language it is a form that you hear and repeat immediately heard text Thebasis of the technique is the sound in the language you are learning This repetition

is practiced to shorten the distance between the listening moment and the repeatingmoment until the practitioner is able to speak at the same time as the listeningmaterial While listening, try to repeat what you hear fastest when you hear it

According to Manseur (2015, p18), shadowing can be defined as theimitation of a particular input as it heard in a short period of time as possible Hesaid it is repeating activity of the exact words of an audio track or recorder input oftarget language Lambert (1992) argued that shadowing is a task we vocalizeimmediately the auditory such as word by word repetition, parrot style, in the samelanguage

Tamai’s research is regarded as one of the leading studies on shadowing

technique and his definition of the shadowing technique was cited in numerousworks of researchers He defined shadowing as a listening exercise in which theEnglish learners mimic speech while listening attentively to the incominginformation (Tamai, 2002) He believed that shadowing is cognitive and activeactivities, where the students can listen while trail the heard speech and try toverbalize it It was first cited in the study of Nakanishi & Ueda (2011, p4), as “anact or task of listening in which the learners track the target speech and repeat itimmediately as exactly a possible without looking at a text”

Based on Jaramillo & Isaza (2016), he described shadowing as a method totrain interpreters in Europe and it is widely applied in Japan to improve Englishskills nowadays Seo & Takeuchi and Nakanishi & Ueda (2011) shared the sameopinion when it comes to the use of shadowing among the simultaneousinterpreters They stated that shadowing was originally regarded as a technique fortraining concurrent interpreters, but it is adapted in language classrooms by highschool students and teachers They believed that this practice enables learners todevelop their mental resources and memorial abilities

Northbrook (2013) made a video for sharing his opinion about the shadowingtechnique He defined it as training for English fluency He stated that shadowing

is a good way to improve learners’ pronunciation, accent, intonation, as well asrhythm because when the mouth is moving, the ears are paying attentionsimultaneously

In summary, the definition of shadowing technique has varied over time Inthis study, the researcher agrees with the definition of Manseur (2015) about theshadowing technique as the shadower imitates of all what the speaker said in ashort time However, the general trend is for the meaning of the term to continue toevolve with the development of shadowing studies

1.2.2 Types of shadowing

A significant number of researcher introduce several types of shadowing.According to Kurata (as cited in Manseur, 2015) and Tamai (1997) share the sameopinion when suggesting five types of shadowing including: full shadowing,delayed shadowing, phrase shadowing, parallel reading and speed reading

Specially regarding full shadowing, the shadower imitates the entire input word byword after understanding the context (Manseur, 2015).

Full shadowing Tamai defined full shadowing as “Students have to listen to

the input and then try to repeat the authority as soon as it isheard” (Jaramillo & Isaza, 2016, p15) The listener has toarticulate the same sounds at almost the same time whilelistening to sounds of a text

Delayed shadowing Do the same thing as full shadowing, but shadowing not at

the same time rather after a secondParallel reading Read aloud and look at a text while listening to sounds.Speed reading Read aloud as quickly as possible looking at a text In this

activity, the degree of understanding the text is not importantand the teacher has each student measure how long it takesfor an individual to finish reading the text

Phrase shadowing Do shadowing phrase by phrase In this activity, the teacher

has students listen to the target text with CD or a teacher’smodel reading phrase by phrase

Table 1 1 Types of shadowing (Tamai, 2005)

According to Manseur (2015), there are three main types of shadowing:complete shadowing, selective shadowing and interactive shadowing

Complete shadowing Listeners shadow everything what the speaker says

Selective shadowing: Listener selects only certain words and phrases to

shadow

Interactive shadowing Selective shadowing and listeners add the questions and

comments from the listener into the conversation to make

it more natural

Table 1 2 Types of shadowing (Manseur, 2015)

Murphey (2001) defined complete shadowing as a process where “listenersshadow everything speakers say” (p129) In other words, it refers to the fullimitation of speech While selective shadowing requires the listeners choose onlycertain words and phrases to imitate, when practicing interactive shadowing, thespeaker can add specific questions and comments, thereby building up a morenatural conversation (Murphey, 2001)

Hamada (2014) also classified the shadowing technique in terms of thecognitive process of listening As to him, there are two types of shadowing namelybottom-up processing and top-down processing It is noted that bottom-upshadowing requires learners to practice shadowing before knowing the targetlanguage while top-down shadowing requires learners acquired knowledge andrehearse the information first

1.2.3 The importance of shadowing technique in developing speaking skills

Shadowing can be one of the top methods for developing speaking abilities.According to Jaramillo & Isaza (2016, p17), “When learners shadow the audio,they imitate the sounds, stress, pronunciation, and intonation of the audio, it helps

to raise awareness on the way they speak” Manseur (2015) stated that studentscould enhance their oral fluency because, with this technique, students can self-correct their pronunciation A research on shadowing technique in Englishintonation instruction, which was conducted on 14 students, showed that the scoredthey got in pronunciation, fluency, and intonation when speaking, afterexperimenting shadowing, is significantly improved (Hseih & Dong, 2013).Regarding Japanese researches, students also evaluated shadowing positively Forinstance, shadowing helps them to listen to various words and phrases so that theycan improve listening comprehension as well as speaking efficiency, or they canuse muscles required to pronounce English properly (Horiyama, 2012) Hebelieved that students could improve their listening and speaking skills bypracticing shadowing every day

Sumarish (2017) did experimental research on 60 students in each group oftwo It was proved that shadowing had positive effectiveness in developingstudents‟ speaking and listening proficiency Sharing the same idea with him,

Nguyen (2016, p30) stated that “if the shadowers can repeat chunks of sounds, awhole sentence or a whole passage while listening, it might help them activatesome related knowledge about the context”.

As analyzed, shadowing technique can be of paramount importance forimproving students‟ speaking abilities in particular and language learning ingeneral Reviewing the previous researches, the researcher found out if shadowingwas the appropriate way to practice speaking abilities The use of it has beennoticed all around the world because of its convenience and effectiveness.However, shadowing is still quite new in Vietnam; the researcher encounteredsome difficulties when accessing related information With the hope of finding theappropriate way to help students mastering speaking skills, the study mightcontribute small efforts to fulfill the picture of current learning speaking methods

in Vietnam

1.3 Tiktok application

1.3.1 An overview of Tiktok application

TikTok is one of the most recent fads of the twenty-first century, and it hastaken over the world's social media platforms TikTok is a whole new subculturefor youngsters and tech-savvy aficionados It is an innovative and one-of-a-kindmethod of web sharing TikTok allows internet users to produce music, films, andparticipate in a variety of exciting activities, including TikTok challenges

TikTok allows online users to share their amusing works with others.Diverse users have different opinions about this platform; some think it'senjoyable, intriguing, and engaging, while others think it's addicting TikTok is astrong tool that allows people to express themselves artistically Users may access

it using Android and iOS applications It is widely accessible internationally viaGoogle Play and app stores

1.3.2 The popularity of Tiktok application

Tiktok is one of the most downloaded apps in the world The number ofdownloads has only grown exponentially over the years 2019 has seen TikTokcross the first billion downloads in February The total number of users todownload TikTok from the Google Play Store and the app store is more than 1.5

TikTok took just an additional 8 months to achieve half a billion downloads of itsapp and online usage These statistics of TikTok are impressive when compared tothe other competitive apps on the market Between the beginning and end of 2019,the latest statistics show that this app downloaded for 614 million times

TikTok’s download statistics on the apple App store.By the end of 2019,TikTok topped the list of the most downloaded apps on the Apple app store.TikTok surpassed most of its competitors like Facebook, Twitter, WhatsApp,YouTube, and Messenger, with 33 million downloads in a single quarter TikTokcould register impressive downloads consecutively for 5 quarters since its entry inthe market TikTok continues to maintain its user base statistics and also attractnew customers

Based on TikTok statistics age-wise (in 2020),TikTok is one of those socialmedia applications that have kept teenagers engaged More and more youngstersare finding this app to be fun and an ice breaker Though it may seem like a head-scratcher for the elders, it is not new to the younger generations The following arethe statistics of Tiktok usage from the teenage group 41% of the total TikTok usersare teenagers between the ages groups of 16 to 24 years

About Tiktok country statistics, the majority of TikTok downloads emergedfrom Asia in the year 2019 From India alone, there were 277.6 million TikTokdownloads in the year 2019 Indian viewers download of 2019 makes up about45% of the total global downloads worldwide It makes up about 60% of the totaldownloads It means that every 6 out of 10 downloads done by Indians were theseTikTok apps China follows India closely with 45.5 million downloads of theTikTok apps, which is about 7.4 % of the world’s downloads The United States ofAmerica saw 37.6 million downloads of the TikTok apps, which is about 6% of theworld’s downloads The download figures of TikTok apps are also representations

of the total number of downloads that took place globally and TikTok’s all-timedownloads The total Tiktok app downloads since its launch, about 466.8 million isfrom India alone, which makes up about 31% of the total downloads of TikTokapps to date Each user spends an average of 52 minutes a day on TikTok This app

is using daily for entertainment purposes or for creating and sharing of videos andother fun activities.

1.3.3 The use of Tiktok application in learning English speaking

Tiktok, being one of the most popular programs today, has a huge impact onthe growth of its users since it may be utilized for educational reasons People whowatch their videos benefit from the progress of content providers who educateeverything based on their previous knowledge Videos that promote vocabularyand use, for example, a video that shows individuals doing something whilementioning what they do, might be referred to as verbs Many content makerstoday create English material content One of the reasons individuals struggle tograsp English is that they do not understand the meaning The research "Students'Perceptions of the Use of Tiktok in Learning English Vocabulary" describedTiktok's impact on improving vocabularies

They can understand what they read, talk, and listen to if they improve theirvocabulary This study included students in their junior and senior years of highschool This study employed a survey as the research design and an onlinequestionnaire as the instrument According to the conclusions of this study, shortvideos on TikTok with English material can assist students to enhance theirEnglish vocabulary Students provide favorable feedback about using TikTok as alanguage learning media, stating that the English content videos are easy to graspand retain various vocabularies they found on those films, such as vocabularyabout verbs, nouns, and so on

TikTok as a medium for language learning might be regarded nowadays.Students acknowledged satisfaction with the English material contents thatincreased their vocabulary as a result of seeing such movies EduTok also includesexercise and motivational movies, as well as basic math and science segments, inaddition to English instruction TikTok also intends to collaborate on a mentoringprogram with Josh Talks, a speaker series, and The/Nudge Foundation, a nonprofitfocusing on Indian poverty and unemployment, according to the Economic Times.When asked if TikTok intends to spread EduTok to other nations, a businessspokeswoman stated that the program is currently limited to India TikTok's shift

toward instructional programming is a considerable break from its focused, binge-worthy, and even harmful beginnings EduTok exemplifies howByteDance, TikTok's Chinese parent firm, is working to rebrand the app as usersget concerned about bogus news.

entertainment-Quartz reported in August on TikTok's apparent suppression of democracy rallies in Hong Kong TikTok recruited two former US congressmanlast month to assist examine its content moderation policies TikTok is now aplatform for information and education, thanks to the hashtag EduTok, whichoriginated in India Because these videos are only fifteen seconds long, theemphasis is on micro-learning — utilizing your phone as a small classroom tostudy whatever you choose This makes it ideal for people with short attentionspans or for a fast swipe through your phone during your lunch break

pro-TikTok videos are frequently multilingual Many people contribute material

in both their native language and English One such example is Indian Englishteaching superstar @englishwithgeet, who makes videos in English, Hindi, andUrdu for her 6.4 million followers

You don't need to sign up for an account on TikTok to use this app.However, signing up for an account allows you to follow other users and actuallycreate videos When you first open the application, you will probably feeloverwhelmed when you see the endless stream of videos appearing on yourhomepage TikTok shows you recommended videos, as well as those from theusers you follow Scroll through the recommended videos and click the username

on the videos you like If you like their stuff, follow and stay up to date with all thelatest posts

In terms of video creation, the app works a bit like Snapchat You recordvideos by holding down a big red button, and (unlike Snapchat)

you can later modify the obtained footage Although the editing features are plainlyinferior to those of Adobe Premiere Pro, you may still cut and speed up yourrecordings You may doodle on the screen with certain effects Other effects allowyou to experiment with filters and even utilize augmented reality to change yourenvironment If you know how to use Snapchat filters, you will easily learn how to

utilize TikTok Instead, you may make a video out of a brief sequence ofphotographs from your phone.

TikTok's key point is its usage of music Each user uses TikTok's largelibrary of music clips to add a song into his video, which covers practically everygenre If you don't like the music, you may utilize speech from your favoritevideos, videos you want to practice reading along with, or it includes a helpfulfunction called Duet videos, which allows you to record side by side Imitate theoriginal video that you wish to use With a number of tools and features to help youget the most out of your movies, the possibilities for your videos and uses arepractically limitless

Alternatively, you may publish any form of video on TikTok, but related videos are frequently the most popular You don't need to know how to sing

music-or play an instrument; simply stay up with current events and select popular tunes

to make the video become viral TikTok allows you to submit nearly any sort ofcontent TikTok is a shorter version of YouTube videos, which means you canupload everything from instructional to fun tech films

Formalized paraphrase TikTok is a great way to listen to genuineconversation and hear dialects Not to mention the number of grammar andvocabulary samples available Seriously, everyone is getting involved - read thisarticle about TikTok users who like correcting others' language It turns out thateveryone on TikTok can teach! Formalized paraphrase TikTok, like other socialmedia platforms, is quickly becoming one of the finest methods to learn alanguage The app allows you to comment on and share movies whilecommunicating with other students So you're getting the communication aspect aswell

CHAPTER 2 : METHODOLOGY

2.1 Context of the study

This project is implemented at Grade 10th, Dong Son 1 High School.According to statistics in the second-semester of the school year 2021-2022, thetotal number of Grade 10 students is 382 students with 9 classes from A1 to A9

The predecessor of Dong Son High School was branch B of Lam Son HighSchool for the Gifted The school was recognized as a National Standard School inNovember 2015

- About the staff, teachers: 100% of CBGV meet and exceed standards.Including 23 Masters (37.04%)

- Excellent teachers at school level 32, good teachers at provincial level 19;There are 32 teachers with excellent students at provincial and national levels

- The school has 6 professional groups and 01 office group

- In terms of school facilities, all classrooms have a TV or projector systemfor learning, the quality of using equipment varies from class to class and areequipped with standard classrooms

Currently, the school has 38 classes, the total number of students is 1162 Inwhich, Grade 10 has 9 classes, the total number of students is 382

- Education quality: The annual good rate is from 99% to 100%

- The results of the assessment and grading of the academic performance ofthe first semester of the academic year 2021-2022 are as follows:

Excellent students: 25.04%

Good students: 59.55%

Average student: 14.89%

Weak students: 0.52%

There are no bad students

2.2 Subjects of the study

The subjects of this study are 20 students from class 10A5 In the secondsemester of the academic year 2021-2022, English is being studied under acompulsory subject with 3 main periods and afternoon refresher courses in blocks.Books are used "English 10" and additional learning materials according to the

In addition, the 6-level foreign language proficiency framework in Vietnam.Middle school students must achieve level 2 (A2) and high school students mustachieve level 3 (B1) More specifically, it will be equal to the end of Level 2(A2)

to Level 3(B1) according to the 6 language assessment Vietnamese framework forgrade 10th students who have recently finished their junior high school programand proceeded to high school

relevance

Pronunciation and fluency Level 2

(A2)

- Can converse onsimple subjects, share

straightforwardinformation oncommon job andeveryday lifedifficulties, butcannot hold adiscussion in his ownstyle

- Can interacteffortlessly in briefdiscussions inpredefined

communicationcircumstances

- Can utilize some appropriate

expressions in everyday situations

- Able to communicate in a role-appropriate manner and in simplecommunication scenarios in the home, class, and at work

- Groups of words,expressions, andbrief sentences arepronounced properlyand relativelyprecisely, howeverthe interlocutor mayneed to ask forclarification

hesitating, cutting thenotion short andfinding it difficult torepeat, can help theinterlocutor

understand by addinglittle details

Level

(B1)

- Can deal with mostcircumstances thatmay arise whiletraveling using

-Has a good command of fundamental language and syntax,

- Pronunciation isclear and easy tounderstand, albeit thevoice is occasionally

familiar daily topics

-Can talk on both

- Can express ideas

about movies and

- Can communicate effectively in a variety of contexts

by employing proper words

- Be conscious of civility and proper behavior in school and at work, based

on the role and everyday communication situations

Table 2 1 The 6-level foreign language proficiency framework in Vietnam for

Grade 10 th students

2.3 Instruments of the study

To reach the primary objectives of the study, there are several approaches tocollect the information in concerning common mistakes in speaking skills,students’ understanding about shadowing technique, and some difficulties anddevelopments of the participants who practice with shadowing

2.3.1 Questionnaire

The researcher personally delivers the questionnaires for the firstinstrument, and the reasons and objectives are presented before students fill themout Before beginning the one-month study, students were handed the firstquestionnaire Participants must complete the second questionnaire after onemonth All of them respond within a half-day The questions take about 15 minutes

to complete They are acknowledged for their participation and support when thesurvey is completed The students are hinted that there were no right or incorrectanswers, and their replies will be utilized for this study exclusively

The survey questionnaires have been constructed for data collection for thisresearch In order to design them, the author has referred the questionnaire from thestudy of Dr Ibrahim and Dr Khalid (2014) and Manseur (2015) about the role ofshadowing technique in speaking skills as it is suitable with this study’s objectives;furthermore, it also provides detail questions for easily collecting data Hisquestionnaire has been modified to fit with the Vietnamese context, and the aims ofthis research paper

The questionnaires consist of both open and closed questionnaire containingthe title, instructions, questionnaire items, additional information, and a final

“thank you” Notably, open questionnaire asks for students’ opinion andinformation in their own words Therefore, open-ended questions are beneficial todiscovery or subjective reactions The closed questionnaire includes multiplechoices questions or direct short answer responses The questionnaires are written

in simple English, and translated into Vietnamese if they needed so that theparticipants can understand and avoid misunderstanding of the questions Theymay enhance the reliability and validity of the gathered datas The researcherdesigns two questionnaires: the first questionnaire investigated the students'

familiar speaking errors and their perception of shadowing speaking techniquesprior to testing; while the next questionnaire explores their ideas of someimprovements and difficulties after a month of practice with the techniques.

The initial questionnaire had both open-ended and closed-ended items,multiple choice, short response, and semantic difference are all examples of thesetypes of questions The questionnaire asked participants to respond to sixteenquestions on frequent issues with speaking English and their degree ofunderstanding of the shadowing technique The second question, in particular,looks into how students assess their own speaking abilities Questions 3 and 4focus on detecting frequent speech errors made by students The next fivequestions are about how the student practices speaking on their own Finally, thenext five questions concern students' judgments of using social media for study andshadowing technique This questionnaire was completed by all 20 students (SeeAppendix I for further details.)

The second questionnaire focused mostly on students' perspectives onemploying Tiktok application, shadowing technique in speaking practice, as well

as certain issues they faced after a month of trial It is made up of eight questions.The first two questions look at the changes students made after testing andanalyzing the shadowing technique's impact The next four questions look at theproblems that challenge participants face as well as the elements that influencetheir spoken product The two final questions were whether the participants woulduse it again in the future and their idea for any support need for them to continueusing this technique (For more information see Appendix II)

2.3.2 Interview

In terms of the second instrument, two days after completing the firstquestionnaire, the researcher scheduled individual interviews with all of thestudents in the targeted group After the participants had finished their secondquestionnaire of the day, the following meeting was scheduled Each interviewlasted approximately 15 to 20 minutes After gathering data, students arethanked once more for their assistance They can rest assured that theirresponses will only be used for this study

The interview is defined as a qualitative research method The advantages

of interview are its possibilities to gather detail information to provideappropriate data for research questions Besides, in this collecting data method,the researcher has the power to control the process and deals if there are anyissues The interviews are implemented in the all 20 participants for furtherinsight into students’ problems and difficulties in practicing speaking as well astheir practicing speaking with the shadowing technique They are interviewedindividually with the questions in Vietnamese to avoid vagueness andmisunderstanding The central points of the interview are around their generalspeaking problems, their attitudes towards shadowing technique effects, andtheir difficulties of using these techniques in practicing speaking and theinterviews are recorded The researcher interviews twice, before and afterpracticing The first times explored students’ speaking mistakes and theirawareness of the shadowing technique; the following interview investigatesstudents’ experience after trying using these techniques The interviewquestions are designed based on the questionnaires to gather more detail data forthe study’s objectives

The first interview has ten questions This interview examines students’speaking mistakes and their opinions about the shadowing technique beforeapplying it to practice speaking In particular, question 1 and 2 examineparticipants‟ problems faced when speaking English Question 1 asks when andwhere they practice speaking English Question 2 focuses on students’ commonissues in speaking Question 3 questions if they had ever tried out any solution

to solve their drawbacks The next five questions mention students’ awareness

of the shadowing technique By part, question 4, 5 and 6 invest if they haveknown about the techniques, and examine whether they have ever practiced with

it, and their understanding while trying to use it Finally, question 7 to 10focuses on participants’ attitudes towards the use of shadowing technique andsocial media to learn (For further information, see Appendix III)

In the second interview, the researcher attends to figure out the experiencethat the participants have transferred from applying technique In particular,

question 1 asks their speaking improvement after using shadowing technique.Question 2 focuses on the suitable level of shadowing given materials withstudents’ speaking level Question 3 and 4 examine their difficulties whileapplying the shadowing technique in practicing Last but not least, question 5, 6asks if they willing to continue using the shadowing technique as a method todevelop their speaking and any supports they need to applying this method (Forfurther information, see Appendix III)

2.3.3 Pre-test and Post-test

The researcher gave the students a subject and requested them to take twospeaking examinations before and after the test for one-month trial Both thePre-test and Post-test are administered in accordance with the Ministry ofEducation's and the Vstep assessment program's recommended format formeasuring foreign language skills Both examinations use the same structure,and the assessment level is similar to what middle school children through tenthgrade kids require to get Pre B1 (Pre-intermediate) Each exam is completed.Part 1 students will be given easy questions on popular communication themes

in around 4 minutes, and part 2 students will have to talk on their own according

to the material and suggestions offered to perform express your thoughts ongiven

The material of the English proficiency exam is audio-recorded and sent totwo international teachers with expertise teaching speaking skills In it, alecturer rates, listens to, and notes students' faults using the following criteria:1) Grammatical structure; 2) Vocabulary; 3) Pronunciation; and 4) Fluency andconsistency The assessment table is constructed in accordance with the markingcriteria of the Vstep exam in order to determine whether or not the participant'slevel of study has satisfied the requisite foreign language competence of thelevel of study (For further detail, see Appendices 4,5,6.)

The results of an English proficiency test to measure 10th students' outputEnglish skills (according to Vietnam's 6-level foreign language competenceframework) This pre-test allows the researcher to learn about the students'speaking issues and then supply relevant shading techniques (for Pre-test) And

so that the researcher could learn about the efficacy of the shading tactics after amonth of testing, as well as the students' perceptions of the process of utilizingthe strategies to boost speaking, the test was conducted (for Post-test)

Before conducting the experiment, the researcher asked students from class10A5 of Dong Son 1 high school (who participated in the survey and answered thequestionnaire about the current situation of speaking skill) to complete the Englishspeaking proficiency test This English speaking proficiency test is designed based

on a sample of the speaking test in the level 3 language proficiency test (according

to the language proficiency framework of Vietnam)

Based on the results obtained from the pre- test, 20 students with scoresunder 2 points / 10 points were selected to participate in the experimental research.(Based on the Rubric of speaking test- adapted by Vstep rubric speaking test inVietnam) (for the ffurther information Appendix VI)

their speech Moreover, these videos also take a short time to complete (about 1minute) So they are suitable for the participants, who are at a lower level, easier toimitate.

The videos are selected according to weekly topics related to some of thelessons in the books of students who are and have been studying at school Thevideo material got harder and faster as the researcher believed pitchers improvedtheir ball play after practicing with the first three videos However, the speaker stillpronounces correctly and the duration of the videos is controlled to only about 1-2minutes

Second, students follow the procedure of the experimental shadingtechnique for one month as follows:

LIFE OF in English 10 book)

TALK in English 10 book)

CINEMA in English 10 book)

5 (link with Unit 14: THE WORLD

CUP in English 10 book)

Vocabulary lesson:Names of Sports

All the videos they make are the videos provided by the group and posted

on their own Tiktok account with the hashtag #englishchallenges as a motivation

for them to practice

All tasks are given on Facebook group so that all participating members caneasily access documents as well as take initiative in assigned work During theprocess, they were asked to document the difficulties they encountered during thepractice; then a month later, they had to fill out a second designed questionnaire.Thus, so far, this chapter has detailed the purpose, objectives, objects, tools anddata collection process of the whole study

CHAPTER 3: FINDINGS AND DISCUSSION 3.1 Findings from the pre-test and post-test

3.1.1 The result of general speaking skills

Table 3 1 Students’ overal results in speaking skills

The data in Table 3.1 shows that after applying the shading method in class,the students' overall speaking ability improved significantly In particular, thenumber of students who scored from 4-6 and averaged according to the level 3standard of the foreign language competency framework that grade 10th studentsneed to achieve based on the grading scale in the appendix VI As a result, theshading strategy had a significant impact on the students' overall English speakingability

3.1.2 Grammar structure

All 20 students who took part in the trial got two tests before and after usingthe shadowing technique on Tiktok Their speeches are recorded and analyzed theirtranscription

sometimes havemistakes but can fix

3-4

points

Using simplestructures andsometimes wrongbut can clear theiranswer

Table 3 2 Students’ results of using grammar

The researchers integrated the use of several structures in their speech togauge how effective they were in their use of sentences and grammar skills Beforedoing the experiment, it can be seen clearly from the table that the students at thelevel of 1-2 can only use 1-2 familiar simple sentence structures to answer (35%)and the majority of students at the score of 3-4 can use quite a few simplestructures to express their answers but sometimes make mistakes (50%)

However, after a month of testing Shadowing on Tiktok, the findingschanged The percentage of students who can get 5-6 points has doubled by 30%because there are some attempts to use compound structures or patterns in thespeech that are still not completely correct, but they are able to act describe correctanswers with simple structures in their speech, while a percentage of students over

6 were able to use more structures in their speech and were able to self-correct as5% The results showed that the students' ability to use grammar improved afterone month of applying the experimental method

3.1.2 Vocabulary

All 20 students who took part in the trial got two tests before and after usingthe shadowing technique on Tiktok Their speeches are recorded and analyzed theirtranscription

Point

Students’ result of using vocabulary

Table 3 3 Students’ reults of using vocabulary

As can be seen in Table 3.3, the majority of students at grades 1-2 can onlyuse a few isolated words and phrases on some very familiar topics, and moststudents at grades 3-4 can use vocabulary on familiar topics despite frequentrepetition

However, after a month of application training on Tiktok using theShadowing method, the percentage of students achieved a score of 5-6 and theywere able to use more vocabulary on unfamiliar topics but still made manymistakes usage has increased (30%) Or there are students who know how to usemany words with relatively high lexical accuracy, although there are still errors inword use and word form This proves that using the Shadowing method allowsstudents to absorb vocabulary and know how to use vocabulary effectively

3.1.3 Pronunciation

It is difficult to overstate the importance of Pronunciation in Speakingbecause if you mispronounce, the listener will definitely not understand what youare saying The researcher created the table of results below by recording thespeeches of students participating in the study and analyzing and evaluating them

by foreign teachers who have experience in teaching speaking