The Communicative Language Strategies of CEFR in TikTok Video
DOI:
https://doi.org/10.21009/stairs.5.1.3Abstract
As a widely established scale a standardized assessment of
language competency in Europe as well as worldwide, CEFR
provides a clear baseline for assessing language ability. However,
its representation in videos on TikTok, as one of the most potential
language learning platforms remained unexplored. This study
seeks to examine communicative language strategies linked with
the CEFR in TikTok videos. Using a qualitative method and
ATLAS.ti software, the data were collected from 200 videos using
the hashtags #learnenglish and #communicationstrategies.
Production was recognized as the most common communication
strategy, with planning appearing in 43 videos. Moreover, videos
in the B1 level were the most frequent, appearing in 86 videos. The
results suggest that a systematic strategy, as seen in TikTok videos,
requires a well-designed learning plan that includes regular
intervals for listening, speaking, reading, and writing practice.
Future studies should encourage educators to adopt these
practices, to promote successful language education.
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McNamara, T., Morton, J., Storch, N., & Thompson, C. (2018). Students’ Accounts of Their First-Year Undergraduate Academic Writing Experience: Implications for the Use of the CEFR. Language Assessment Quarterly, 15(1), 16–28. https://doi.org/10.1080/15434303.2017.1405420
Natova, I. (2021). Estimating CEFR reading comprehension text complexity. The Language Learning Journal, 49(6), 699–710. https://doi.org/10.1080/09571736.2019.1665088
Nishimura-Sahi, O. (2022). Policy borrowing of the Common European Framework of Reference for Languages (CEFR) in Japan: an analysis of the interplay between global education trends and national policymaking. Asia Pacific Journal of Education, 42(3), 574–587. https://doi.org/10.1080/02188791.2020.1844145
North, B., & Piccardo, E. (2020). Common European Framework of Reference For Languages: Learning, Teaching, Assessment Companion volume. Language Policy Programme Education Policy Division Education Department, Council of Europe: 13.
Syafiq, A.N., Rahmawati, A., & Oktaviana, T. (2021). Increasing Speaking Skill through YouTube Video as English Learning Material during Online Learning in Pandemic Covid-19 Article History. In Elsya : Journal of English Language Studies, 3(1). http://ojs.journal.unilak.ac.id/index.php/elsya
Phoolaikao, W., & Sukying, A. (2021). Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand. English Language Teaching, 14(6), 25. https://doi.org/10.5539/elt.v14n6p25
Schneider, S. (2020). A critical analysis of the role of intercultural communication in the Common European Framework of Reference for Languages (CEFR) Companion Volume (2020). Journal of Spanish Language Teaching, 7(2), 193–199. https://doi.org/10.1080/23247797.2020.1864112
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Zaleckis, K., Grazuleviciute Vileniske, I., Vitkuviene, J., Tranaviciutė, B., Dogan, H. A., Sinkiene, J., & Grunskis, T. (2019). Integrating Content Analysis Into Urban Research: Compatibility With Sociotope Method and Multimodal Graph. SAGE Open, 9(1), 2158244019840115. https://doi.org/10.1177/2158244019840115
Amor, M. I., Tinedo-Rodríguez, A. J., & Osuna-Rodríguez, M. (2023). The Interaction between Language Skills and Cross-Cultural Competences in Bilingual Programs. Languages, 8(3). https://doi.org/10.3390/languages8030181
Aririguzoh, S. (2022). Communication competencies, culture and SDGs: effective processes to crosscultural communication. Humanities and Social Sciences Communications, 9(1). https://doi.org/10.1057/s41599-022-01109-4
Council of Europe. (2020). Common European Framework of Reference for Langauge: earning, teaching, Assessment. Companion Volume with New Descriptors. https://rm.coe.int/cefrcompanion-volume-with-new-descriptors-2018/1680787989
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed methods Approaches. H. Salmon, C. Neve, M. O’Heffernan, D. C. Felts, & A. Marks (Eds.;Fifth). SAGE Publications.
Díez-Bedmar, M. B., & Byram, M. (2019). The current influence of the CEFR in secondary education: teachers’ perceptions. Language, Culture and Curriculum, 32(1), 1–15. https://doi.org/10.1080/07908318.2018.1493492
Foley, J. A. (2019). Issues on Assessment using CEFR in the Region. In Journal: Language Education and Acquisition Research Network Journal, 12(2).
Hazar, E. (2021). The influence of the CEFR in Turkish national curriculum. African Educational Research Journal, 9(2), 551–561. https://doi.org/10.30918/aerj.92.21.087
Ika, R. M, & Santosa, I. (2023). The Existence of CEFR Interaction Competence of Communicative Language Activities in TikTok. STAIRS: English Language Education Journal, 4(2).
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030
McNamara, T., Morton, J., Storch, N., & Thompson, C. (2018). Students’ Accounts of Their First-Year Undergraduate Academic Writing Experience: Implications for the Use of the CEFR. Language Assessment Quarterly, 15(1), 16–28. https://doi.org/10.1080/15434303.2017.1405420
Natova, I. (2021). Estimating CEFR reading comprehension text complexity. The Language Learning Journal, 49(6), 699–710. https://doi.org/10.1080/09571736.2019.1665088
Nishimura-Sahi, O. (2022). Policy borrowing of the Common European Framework of Reference for Languages (CEFR) in Japan: an analysis of the interplay between global education trends and national policymaking. Asia Pacific Journal of Education, 42(3), 574–587. https://doi.org/10.1080/02188791.2020.1844145
North, B., & Piccardo, E. (2020). Common European Framework of Reference For Languages: Learning, Teaching, Assessment Companion volume. Language Policy Programme Education Policy Division Education Department, Council of Europe: 13.
Syafiq, A.N., Rahmawati, A., & Oktaviana, T. (2021). Increasing Speaking Skill through YouTube Video as English Learning Material during Online Learning in Pandemic Covid-19 Article History. In Elsya : Journal of English Language Studies, 3(1). http://ojs.journal.unilak.ac.id/index.php/elsya
Phoolaikao, W., & Sukying, A. (2021). Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand. English Language Teaching, 14(6), 25. https://doi.org/10.5539/elt.v14n6p25
Schneider, S. (2020). A critical analysis of the role of intercultural communication in the Common European Framework of Reference for Languages (CEFR) Companion Volume (2020). Journal of Spanish Language Teaching, 7(2), 193–199. https://doi.org/10.1080/23247797.2020.1864112
Uygur, E. O. (2021). Yabancı Dil Öğreniminde B1 Bariyerini Aşmak Aralıksız Öğrenme Tekniği. Journal of Research in Turkic Languages, 3(2), 71–79. https://doi.org/10.34099/jrtl.323
Zaleckis, K., Grazuleviciute Vileniske, I., Vitkuviene, J., Tranaviciutė, B., Dogan, H. A., Sinkiene, J., & Grunskis, T. (2019). Integrating Content Analysis Into Urban Research: Compatibility With Sociotope Method and Multimodal Graph. SAGE Open, 9(1), 2158244019840115. https://doi.org/10.1177/2158244019840115
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2024-05-31
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