{"title":"TikTok配音挑战作为ESL口语活动的实用性:以马来西亚大学生为例","authors":"Kee Man Chuah, Looi-Chin Ch'ng","doi":"10.56040/kmlc2013","DOIUrl":null,"url":null,"abstract":"TikTok is a popular video-sharing social media platform that encourages its users to upload bite-sized content for entertainment purposes. In recent years, the platform is filled with videos meant for micro-learning, ranging from tutorials to meaningful challenges. Among those videos are voice-over challenges where users need to virtually duet with another user and perform a voice-over based on given texts. This article reports a case study that aimed to identify the usefulness of TikTok voice-over challenges in helping English as a Second Language (ESL) students to learn speaking skills. The study included 60 undergraduates who participated in twelve voiceover challenges within two months. Upon completing the challenges, they had to fill in an online questionnaire that gathered their views on the usefulness of the tasks and the problems they faced. The results revealed that students regarded the TikTok challenges as useful since they could improve their pronunciation and intonation, partake in turn-taking as well as motivate them to speak English more frequently. Several notable problems with its implementation are also shared in this article. Despite the small sample size, this study has shown promising outcomes on the use of TikTok voice-over challenges as speaking tasks for ESL learners.","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"23 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The usefulness of TikTok voice-over challenges as ESL speaking activities: A case study on Malaysian undergraduates\",\"authors\":\"Kee Man Chuah, Looi-Chin Ch'ng\",\"doi\":\"10.56040/kmlc2013\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"TikTok is a popular video-sharing social media platform that encourages its users to upload bite-sized content for entertainment purposes. In recent years, the platform is filled with videos meant for micro-learning, ranging from tutorials to meaningful challenges. Among those videos are voice-over challenges where users need to virtually duet with another user and perform a voice-over based on given texts. This article reports a case study that aimed to identify the usefulness of TikTok voice-over challenges in helping English as a Second Language (ESL) students to learn speaking skills. The study included 60 undergraduates who participated in twelve voiceover challenges within two months. Upon completing the challenges, they had to fill in an online questionnaire that gathered their views on the usefulness of the tasks and the problems they faced. The results revealed that students regarded the TikTok challenges as useful since they could improve their pronunciation and intonation, partake in turn-taking as well as motivate them to speak English more frequently. Several notable problems with its implementation are also shared in this article. Despite the small sample size, this study has shown promising outcomes on the use of TikTok voice-over challenges as speaking tasks for ESL learners.\",\"PeriodicalId\":38893,\"journal\":{\"name\":\"Electronic Journal of Foreign Language Teaching\",\"volume\":\"23 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Electronic Journal of Foreign Language Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.56040/kmlc2013\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Electronic Journal of Foreign Language Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.56040/kmlc2013","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Arts and Humanities","Score":null,"Total":0}
The usefulness of TikTok voice-over challenges as ESL speaking activities: A case study on Malaysian undergraduates
TikTok is a popular video-sharing social media platform that encourages its users to upload bite-sized content for entertainment purposes. In recent years, the platform is filled with videos meant for micro-learning, ranging from tutorials to meaningful challenges. Among those videos are voice-over challenges where users need to virtually duet with another user and perform a voice-over based on given texts. This article reports a case study that aimed to identify the usefulness of TikTok voice-over challenges in helping English as a Second Language (ESL) students to learn speaking skills. The study included 60 undergraduates who participated in twelve voiceover challenges within two months. Upon completing the challenges, they had to fill in an online questionnaire that gathered their views on the usefulness of the tasks and the problems they faced. The results revealed that students regarded the TikTok challenges as useful since they could improve their pronunciation and intonation, partake in turn-taking as well as motivate them to speak English more frequently. Several notable problems with its implementation are also shared in this article. Despite the small sample size, this study has shown promising outcomes on the use of TikTok voice-over challenges as speaking tasks for ESL learners.
期刊介绍：
e-FLT is a peer-reviewed academic journal published by the Centre for Language Studies of the National University of Singapore. Its primary objective is to disseminate scholarly information on research and development in the field of Second and Foreign Language Teaching and Learning in Asia and beyond. It publishes articles and book reviews in English as well as in any of the following twelve languages taught at the Centre for Language Studies: Arabic, Chinese, French, German, Hindi, Indonesian, Japanese, Korean, Malay, Tamil, Thai and Vietnamese. It will also welcome any information on upcoming academic conferences, seminars or symposiums as a service to its readers. It is unique in that it is multilingual and practises the policy of accepting and publishing articles in twelve different languages. There will be two issues of e-FLT a year, appearing in the months of June and December. e-FLT is published electronically in the Internet to allow it to reach a wider audience in Asia and the rest of the world, while keeping production costs to a minimum, making it possible to grant free access to the journal. e-FLT focuses primarily on – but is not restricted to – the following areas of inquiry and development in Second and Foreign Language Teaching and Learning: Teaching Methodologies Curriculum Development and Syllabus Design Materials Design Teacher Education and Professional Development Theories of Second Language Acquisition Theories of Second and Foreign Language Teaching Innovations/New Technologies in Language Teaching Linguistics Theories and Language Teaching.
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