Relationship between language learning strategies and English-speaking competence using TikTok among EFL college students in China

Studies have proven that TikTok can help language learners improve their English skills. TikTok provides engaging, authentic, and interactive language-learning opportunities through diverse content and social interaction, ideal for fostering speaking competence development (Xiuwen & Razali, 2021). However, little research has been done on the learning strategies for improving speaking skills using TikTok. Therefore, this experiment aims to fill this gap. The study employed a mixed-methods approach, utilising an embedded design that incorporated a questionnaire complemented by semi-structured interviews for data collection. The questionnaire was named Strategy Inventory for Speaking Learning - TikTok version (SISL-TikTok), adapted from Oxford's Strategy Inventory for Language Learning (Oxford, 1990), combined with the characteristics of TikTok and oral learning. 403 students of higher education in Beijing were randomly selected to complete the questionnaire. Pearson Correlation data analysis was used to explore the relationship between the frequency of different learning strategies and speaking competence. The semi-structured interview was conducted with four students selected purposively. A framework analysis was conducted to systematically categorise the strategies within an analytical matrix. This study aims to examine the relationship between the frequency of language learning strategies and speaking competence, identify differences in strategy use between higher- and lower-achieving students, and assess the impact of these strategies on speaking competence. The findings indicated that students most frequently used metacognitive strategies to learn to speak English with TikTok. There was a significant correlation between the frequency of compensation strategies and speaking competence, followed by affective and social strategies. Compensation strategies were also the predictor of speaking competence. There were significant differences in using metacognitive and social strategies between higher-achieving and lower-achieving students. This study held significant implications for learners who want to improve their speaking competence using TikTok to use more strategies, especially metacognitive, compensation, and cognitive strategies. Teachers should introduce strategies to their students and organise more activities on TikTok to improve speaking competence. This study suggests a new research direction for the development of language learning strategies, which is to integrate them with social media.

Text 125111 fulltext.pdf Download (1MB) Official URL or Download Paper: https://ethesis.upm.edu.my/id/eprint/18808

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