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Педагогическая наука и практика
УДК373.1.02:372.8
ГРНТИ 14.25.09
USING TIKTOK AS A TOOL FOR LEARNING
ENGLISH LANGUAGE
ТЕОРИЯ И ТЕХНОЛОГИЯ ОБРАЗОВАНИЯ
Аңдатпа
Мақала тақырыптың материалын тереңірек зерттеу мақсатында сыныпта қысқа мерзімді мазмұнды
және оқушыларға арналған тұлғаға бағытталған
компоненттерді қолдануға баса назар аударады. Бұл
әдіс мұғалімдерге пайдалы немесе қолдау көрсет
пеуі мүмкін, бірақ әдіс студенттер мен олардың
смартфондары арасындағы байланысты көрсетеді
және олар бұл байланысты ағылшын тілін үйрену
құралы ретінде қалай қолдана алады, әсіресе Микро
және Нано - зерттеу салаларын байқаған жөн. Мақалада практикада қолданудың бірнеше мысалдары
бар, сонымен қатар мұғалімдерге осы тақырыпты
үйренуге және қабылдауға арналған ұсыныстар,
сондай-ақ ағылшын тілі сабақтарында осы әдісті
студенттік процеске енгізу. Мақала сонымен қатар
осы әдісті жасау процесін сипаттайды, сонымен қатар біз осы тақырыпты не үшін таңдағанымызды егжей-тегжейлі түсіндіреміз.
Аннотация
Статья ставит в фокус использование короткосрочного контента в классе и на личностно-
ориентированном компоненте для учеников с целью
изучения материала темы глубже. Эта методика может казаться не так уж и полезной или поддерживаемой учителями, но методика своим образом показывает связь между учениками и их смартфонами, и
как они могут использовать эту связь как инструмент
для изучения английского языка, особенно стоит отметить сферы микро- и нано-изучения. Статья имеет несколько примеров использования на практике и
рекомендации для учителей для изучения и восприятия этой темы как имплементацию этой методики в
ученический процесс на уроках английского языка.
Статья также описывает процесс, за которым стоит
создание этой методики, и подробное объяснение
выбора темы.
Bukhmetov A.A.,
student of the 10th grade,
“Ozat” Specialized IT
Boarding School,
Kostanay, Kazakhstan,
Scientific Work Supervisor:
Kolycheva I.A.,
English teacher,
“Ozat” Specialized IT
Boarding School,
Kostanay, Kazakhstan.
Негізгі сөздер: микро-зерттеу, нано-зерттеу, қысқа
мерзімді мазмұн, олимпиа
даға дайындық, қатысу, тұл
ғаға бағытталған компоненттер.
Ключевые слова: микроизучение, нано-изучение, короткосрочный
контент,
подготовка к олимпиаде, вовлеченность, личностно-ориентированные компоненты.
Keywords: micro-learning,
nano-learning, short-form con
tent, olympiad preparation, en
gagement, personally-oriented
components.
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As new advancements are made in the
way of changing the learning process
for students, more and more methods
of teaching begin to arise. Not only the
teaching side has new methods of teaching
and hence progress, but also the students
themselves. With how mobile phones are
used today not such as a tool for making
phone calls but as a communication device,
more screentime is spent on a daily, instead
of productive activities[1].That’s why it
is important to reduce the screentime and
incorporate the mobile phones and content
related to them in the curriculum. With
how English lessons are taught in today’s
schools, the need for student engagement
during the lesson is increasing rapidly.
Our main goal is to achieve the use of
short-form content during the teaching
process inside the classroom, mainly the
English lessons to increase the overall
engagement of students into the material.
TikTok being the main subject of our
scientific work(tbe), it is widely used by
students across the country, and the main
target of this platform is catching viewer’s
attention, it is by far the best choice of
incorporating short-form content into the
teaching process. Teachers can also use
TikTok to create short videos on specific
subjects that students can watch. This is
great for explaining lesson concepts х[2]
or expanding onto the topic as the curiosity
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of students might get into hold and ask
questions slightly unrelated to the main
aspect of the topic.
We think that the future progress related
to this work will get an ever-impactful
result as it would get approved by the
curriculum committee.
The process at which we made the
project was divided into three parts, each
with its hardships and methods.
The first part was the collection of
information regarding the student needs
about the English language and their
lacks in specific language akills through
a questionnaire hosted at the school. After
that comes the analysis of information
that we’ve got from the questionnaire,
the classification of specific problems that
students had and their recommendations
about the choice of the platform we would
host content at.
The second part was the creation of
short-term videos, associated with microand nano-Learning. The program that we
used for creating ahort-form videos was
CapCut due to its ease of use and the
integration with TikTok.
The videos are cut into three parts,
either
representing
three
themed
vocabulary units or one singular grammar
unit, diving deeper into its definition and
later examples(example image here with
grammar).
ТЕОРИЯ И ТЕХНОЛОГИЯ ОБРАЗОВАНИЯ
Abstract
The article focuses on the use of short-form content in the classroom as well as personallyoriented components for students to research the material further. This technique might
seem neither useful nor appreciated by teachers, but it shows the connection between the
students and their mobile phones, and how they could use this bond as a learning tool,
especially focused in the micro- and nano-learning fields. The article has multiple examples
and also suggestions for teachers to look at and take into consideration the implementation
of this technique into the curriculum process for the English language lessons. The article
also explains the main process for the creation of this technique, as well as an in-depth
explanation to why we chose it over anything else.
ТЕОРИЯ И ТЕХНОЛОГИЯ ОБРАЗОВАНИЯ
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Педагогическая наука и практика
The third and the last part was the
analysis of information the videos have
received on our account. With it come
the recommendations and/or specific
requests coming from the students and
their teachers.
With all the steps completed comes
the point at which we start to integrate
the short-form content into the teaching
process. At first the videos were used
as an additional support for students
to prepare for olympiad questions, to
clear up misconceptions and learn new
vocabulary, as well as a practice for
speaking skills. Students would copy the
link via the QR code and watch the video
they have received. After that comes the
questioning part, where teachers would
question the students regarding the
material and how well they had learned
the topic. The videos specifically chosen
for the olympiad preparation consisted
mostly of advanced vocabulary and
grammar practice, as well as speaking
practice.
The method was also used with
just students as well. The videos were
presented in a manner of memorization
and were later questioned on the topic.
After that comes the part at which they
research the topic further by manually
using the student’s book for the material.
It has seemed to be very effective at
helping students correct their previous
mistakes or remember things they might
have forgotten. With the progress going
further on this project, it is recommended
to use this tool not only as a memorization
practice, but as a quick rundown of a new
topic as well[3].
The students received the new ap
proach to studying very well, especially
the ones that were preparing for olympiad
questions and had to quickly remember
topics they might have forgotten or
misunderstood.
With how we presented the point of
this method of learning for students,
it might seem as it was only used for
olympiad preparation. It was not only
for that, but also for personally-oriented
components, such as master English.
With the personally-oriented component,
students would get additional information
for students that might prepare for a
scientific work presentation, as it can be
hard for students themselves to write the
scientific work all alone. With the help
of a teacher, students can get additional
source information through short-form
content videos, so that they can get an
inspiration to improve their scientific
work. The personally-oriented component
regarding the English language is divided
into preparation for scientific work
and olympiad questions. The material
inside the short-form content is made
specifically for teachers that have students
with the scientific work in their portfolio,
as it gives an in-depth look at some of
the topics for the English material that is
usually not present in the student’s book.
It not only gives them the information
they might encounter on the olympiad
questions, but also acts as a researching
tool for students that might have the idea
of writing a scientific work flying around
their mind. It boosts the morale of students
and teachers too, since they have a more
hard-working class of people interested in
the material.
With how we have been talking about
the uses of our method, we should present
the example of how we used this method
in the learning process.
As the lesson started, the teacher turned
on the interactive whiteboard in order to
show the students the new topic they have
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Педагогическая наука и практика
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rundown about the specifics of the topic.
It is recommended to catch the attention
of all students before watching the video,
as sometimes it is just not enough for
students to be interested into. The effect
will show itself very quickly though, as
children’s curiosity will play its role in
developing huge engagement profits and
potentially better grades as well.
Not only is it effective as a teacher’s
tool, but also as a student’s one, as it
can be used by students in preparation
for exams or presentations for specific
school events, etc.
REFERENCES:
1.Alqahtani (2015). The Importance
of Vocabulary in Language Learning and
How to Be Taught. International Journal
of Teaching and Education, 3, P. 21-34.
2.Lin, C.H., Warschauer, M., & Blake,
R. (2016). Language learning through
social networks: Perceptions and reality.
Language Learning & Technology.
3.Risma Galuh, P. F. (2021). Student’s
Perception toward the Use of Tik Tok in
Learning English Vocabulary. Khazanah:
Jurnal Mahasiswa, 12.
ТЕОРИЯ И ТЕХНОЛОГИЯ ОБРАЗОВАНИЯ
received. As the video is being played,
the teacher prepares the questions for
students to answer, themed around the
material of the short-form content. Also
while students watch the video, their
receptive skills begin to improve on a
scale similar to the student’s book. After
the video has ended, the teacher presents
students the questions they have prepared
for them to fully memorize the topic they
have just watched. While students answer
the questions, they practice productive
skills without even realizing it, which is
good for the teacher, since they do not
need to manually run down the topics for
them.
Now after the end of a video, students
now write the date and the topic of the
material for today: a very quick dive into
the topic for students to engage into, and
be later interested for an in-depth look.
It seems to be very effective for students
that might seem apathetic about the topic
or not fully engaged into the material,
since they usually do not want to research
the material themselves with this attitude.
The results for this practice were
very sufficient and, in some cases, even
impressive, almost all of the students
were engaged into the topic and the
percentage ratio of completed tasks has
been significantly higher than the lessons
before it, even if measuring with the
naked eye. This method is very effective
in these types of situations where students
might not be really motivated to learn
new material or revise the topic.
This method seems to be quite useful
with taking easy approaches to kids
and students that might have trouble
researching the topic they have been
given with a student’s book or by
themselves. It quickly gives them the
main gist of information and later the full
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