Utilizing Tiktok to Enhance the English Speaking Skills of First-year Music Education Students: a Case Study at the National University of Art Education

Abstract

English speaking competence is increasingly essential for university students, particularly those in performance-oriented disciplines such as Music Education. However, in the Vietnamese EFL context, speaking remains one of the weakest skills due to exam-oriented instruction, limited opportunities for communicative practice, and high speaking anxiety. This study investigates the effectiveness of using TikTok as a technology-enhanced tool to improve English speaking skills among first-year Music Education students at the National University of Art Education. Adopting an action research design with a mixed-methods approach, the study involved 35 A2-level students. Data were collected through pre- and post-speaking tests and a perception questionnaire. The findings indicate significant improvements in students’ fluency, pronunciation, and confidence, as well as increased motivation for speaking practice. Nevertheless, several challenges related to technical issues and distraction were also identified. The study concludes that TikTok can serve as a valuable supplementary tool for developing speaking skills when integrated with clear pedagogical guidance.