Technology Mediated Multimodal Speaking Practice in EFL Learning: A TikTok Based News Anchor Challenge
DOI:
https://doi.org/10.15408/tjems.v12i2.52474Keywords:
EFL speaking development, TikTok-based learning, multimodal communication, self-regulated learning, cognitive load, pengembangan keterampilan berbicara EFL, pembelajaran berbasis TikTok, komunikasi multimodal, pembelajaran mandiri teregulasi, beban kognitifAbstract
Abstract
The rapid integration of short-form video platforms into students’ daily communication practices offers new possibilities for technology-enhanced English language teaching. Grounded in multimodal communication theory, self-regulated learning, and cognitive load theory, this qualitative case study examines how a TikTok-based News Anchor Challenge mediated EFL students’ speaking development through multimodal rehearsal, repeated performance, and technology-supported self-monitoring. Five second-semester students at an Indonesian Islamic university completed two video performance cycles. Data were collected through semi-structured interviews, questionnaires, and rubric-based speaking assessments adapted from Hughes (2003), and were analyzed through methodological triangulation. The findings show that the task encouraged iterative rehearsal, pronunciation imitation, vocabulary development, and more expressive delivery. Most participants reported greater motivation, confidence, and reduced speaking anxiety, while some experienced cognitive load and pressure to achieve native-like pronunciation, which disrupted fluency. Performance data showed varied improvement in pronunciation, fluency, and multimodal expression. The study suggests that structured TikTok-based speaking tasks can support multimodal and self-regulated speaking practice in specific EFL contexts, provided that teachers manage cognitive demands, pronunciation expectations, and platform-related constraints.
Abstrak
Integrasi platform video pendek ke dalam praktik komunikasi sehari-hari mahasiswa membuka peluang baru bagi pembelajaran bahasa Inggris berbasis teknologi. Berlandaskan teori komunikasi multimodal, pembelajaran regulasi diri, dan teori beban kognitif, studi kasus kualitatif ini mengkaji bagaimana News Anchor Challenge berbasis TikTok memediasi pengembangan keterampilan berbicara mahasiswa EFL melalui latihan multimodal, performa berulang, dan pemantauan diri berbantuan teknologi. Lima mahasiswa semester dua di sebuah universitas Islam di Indonesia menyelesaikan dua siklus performa video. Data dikumpulkan melalui wawancara semi-terstruktur, kuesioner, dan penilaian berbicara berbasis rubrik yang diadaptasi dari Hughes (2003), kemudian dianalisis menggunakan triangulasi metodologis. Temuan menunjukkan bahwa tugas ini mendorong latihan iteratif, imitasi pelafalan, pengembangan kosakata, dan penyampaian yang lebih ekspresif. Sebagian besar peserta melaporkan peningkatan motivasi, kepercayaan diri, dan penurunan kecemasan berbicara, sedangkan beberapa peserta mengalami beban kognitif dan tekanan untuk mencapai pelafalan seperti penutur asli, yang mengganggu kelancaran. Data performa menunjukkan peningkatan yang bervariasi pada aspek pelafalan, kelancaran, dan ekspresi multimodal. Studi ini menunjukkan bahwa tugas berbicara terstruktur berbasis TikTok dapat mendukung praktik berbicara multimodal dan regulasi diri dalam konteks EFL tertentu, asalkan guru mengelola tuntutan kognitif, ekspektasi pelafalan, dan kendala platform.
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