FACULTY OF LANGUAGE & CULTURE STUDIES PROJECT 1
Language Learning Strategies HCM, 12/2021 i
FACULTY OF LANGUAGE & CULTURE STUDIES PROJECT 1
Language Learning Strategies
INSTRUCTOR: Ph.D. BIỆN THỊ THANH MAI GROUP MEMBERS: Bùi Lê Mỹ Uyên - 2182713 Hoàng Thị Cát Tường
Huỳnh Long Bảo Hoàng -2185662
Huỳnh Thị Ngọc Linh - 219891 Phạm Phi Long Trần Văn Thịnh HCM, 12/2021 ii ACKNOWLEDGEMENT
This project would not be successfully complete unless we got the determination and
hard-working attitude from each member. First of all, we would like to show our gratitude to
Ms. Bien Thi Thanh Mai for your valuable recommendations and guidance that support us to
improve our learning skills in conducting the first project at Hoa Sen University. In fact, your
every single feedback is extremely useful as we could recognize our mistakes during
conducting this study as well as develop our social skills. Moreover, we would like to say
thanks to our group members, although this project is absolutely tough for us to take place,
we always make an effort to do with a huge attempt. It is no doubt to believe that without our
supervisor’s assistance and our patience, our target of reaching our topic would not come true. iii ABSTRACT
In recent, with the significant pace of educational development, learners are having a greater
demand for acquiring knowledge while they are standing among several strategies. Instead of
being failed in learning and not getting any progress, “Implicit English Learning” becomes a
highlighted topic that attracts our group’s attention to explore. We all know that learning is a
long-term process that forces us to focus on gaining knowledge as much as we can, and
“Implicit Learning” do completely well in this. Our study firstly finds the definition of
“Implicit Learning” by picking up more information from a number of special research. Then
we figure out to which extent that “Implicit Learning” shows its positive influence as well as
many small branches of this strategy. Finally, our project will be ended with several
discussions relating to our topic to get an overview of “Implicit Learning” to offer learners
some recommendations to practice and improve their learning ability. iv Contents
CHAPTER 1: INTRODUCTION.......................................................................................5
CHAPTER 2: LITERATURE REVIEW...........................................................................7 2.1.
Definition of implicit learning...............................................................................7 2.2.
Theories that guided Implicit Learning..................................................................8 2.2.1.
Sociocultural learning:..........................................................................................8 2.2.2.
Constructivist Learning........................................................................................9 2.3.
Implicit Learning Strategies...................................................................................10 2.3.1.
Game-based Learning.........................................................................................10 2.3.2.
Learning through reading...................................................................................11 2.3.3.
Compensation strategies......................................................................................13 2.3.4.
Metacognitive strategies......................................................................................13
CLILL and DRAMA..........................................................................................................14 2.3.5.
Psychological Curriculum Customization (PCC).............................................15
2.3.6.Learning a language as a hobby..............................................................................15
2.3.7. Learning through using Tiktok...............................................................................16
CHAPTER 3: METHODOLOGY....................................................................................17
CHAPTER 4: RESULTS...................................................................................................19
4.1. Game-based learning..................................................................................................19
4.2. Learning through reading..........................................................................................20
4.3. Compensation Strategies............................................................................................20
4.4. Metacognitive Strategies.............................................................................................21
4.5. CLILL and DRAMA...................................................................................................21
4.6. Psychological Curriculum Customization (PCC)....................................................22
4.7. Learning language as a hobby...................................................................................22
4.8. Learning through using Tiktok..................................................................................23 v CHAPTER 1: INTRODUCTION
There are various learning methodologies existed and used for many years with
methods suitability depending on the learner’s characteristic. Implicit learning is different
in many ways compared to others learning methods. Obtaining implicit knowledge
requires many odd factors when compared to other learning strategies. Implicit learning
shares similarities with learning acquisition particularly Krashen’s input Hypothesis in
which learner acquires new knowledge of the second language mainly through “acquisition”.
With English being extremely vital for learners to grow in order to meet the school’s
requirement in English as well as enhance their four basic skills in English which include:
Speaking, Listening, Writing, and Reading, Providing a variety of learning methods is
necessary to better match with learner’s characteristics and in turn give better result in grades.
Implicit learning is a learning method that has been studied and investigated by
researchers for decades. Many of them have proven it is connected with language skills
such as listening and reading or with various language aspects. With correct and effective
strategies, learners can improve on their English language without consciously studying.
J.S Freund (2007) stated that implicit learning is the process of acquiring knowledge
without conscious awareness. There are many methods or strategies when talking about
implicit learning. When learners want to learn efficiently without the feeling of actual
learning, implicit learning comes in and plays an important role in allowing the learners to do just that.
Students encounter the English language in many ways such as through books,
movies, music, ect. Through those media, using the appropriate strategies, learners can
absorb the second language knowledge subconsciously. Vocabulary can be acquired by
reading texts and listening to audios that the vocabulary is used in set context (Soltani,
2011). Since the advancement of media and globalization, learners have more
opportunities to come in contact with the English language and teachers have been trying
different learning strategies and one of the better strategy is implicit learning. A large and
growing body of literature has investigated more strategies on implicit learning and this
study project aims to have a better understanding of how it works and how impactful 6
implicit learning actually is. Moreover, some advantages and disadvantages of
implementing those strategies are also investigated.
Based on what was found and the data above, this research will try to elaborate and find
answers to the following questions:
1. What is Implicit English Learning?
2. To what extent, Implicit Learning Strategies play an important role in learning English?
3. How do “Implicit Learning” influence learners? 7
CHAPTER 2: LITERATURE REVIEW 2.1.
Definition of implicit learning
Language acquisition is one of the most complicated processes as learners need to
completely attain and comprehend the language by using their cognitive thinking
skills. For that reason, so as to let that process takes place successfully, learners have
to apply plenty of strategies, especially implicit learning method to boost up as well as
stimulus their ability in acquiring language.
Implicit learning’s term was firstly introduced by an American cognitive
psychologist named Arthur (1967) to indicate a process that pupils are able to
constantly gain knowledge through environment with no intention to concentrate on
what they are obtaining. Gradually, the new knowledge comes to human’s mind
naturally and becomes the foundation of knowledge as well. Stephen (1989) language
is subconsciously acquired - while you are acquiring, you don't know you are
acquiring; your conscious focus is on the message, not form. This process is also
called the essential feature of human cognition in getting information (Boyer, 1998).
Not only do implicit learning have a massive impact on language skills such as
listening, speaking, reading, and writing, but it also produces a lot of significant
effects on language aspects including vocabulary, grammar, pronunciation, semantics, and much more.
Human mental ability is immense, people have the ability to unconsciously and
implicitly identify complicated and simple patterns or regularity in their environment.
Implicit learning takes place on a daily basis unintentionally and automatically, this
method of learning greatly affects our proficiency, cognitive ability, and behavior
(Kaufman, 2010). However, there are some limitations about this kind of learning; the
knowledge acquired is not available to the consciousness, implicit learning can not be
activated proactively, it is an incidental consequence and is based on the stimuli
(Carol, 1994). There are many types of implicit learning, emotional learning,
stimulus-response learning, generalized learning, procedural learning, and
demonstration learning (Eric, 2014).
In addition, implicit learning is abstract in nature and requires minimal intent to
consciously reflect on environmental stimuli, it is not disrupted by stress or
“competing processing demands''(Kirsner et al, 1998). Another viewpoint is that
implicit learning is an unconscious acquisition process of complicated knowledge. 8
People are not aware of the fact that in this process they follow certain rules. Nor can
they verbally express the specific rules. However, they act according to the rules.
(Arthur, 1965). While the two above only explain implicit learning, Underwood
(1998) has shown us that the increase in verbal knowledge on how to carry the task
along with task performance can create implicit learning. There are also study that
suggest limited awareness and automaticity are the chief components of implicit learning (Dienes, 2012).
Implicit learning is always a broad term of education that learners must go
through and explore several small branches to get progress in both language skills and
language aspects. No matter how difficult and challenging learners face, making use
of this method along with getting instructions from teachers to attain knowledge is
what they need to bear in mind. 2.2.
Theories that guided Implicit Learning
2.2.1. Sociocultural learning:
Sociocultural learning is a method that learners need to study from social
concepts with a purpose of gaining more knowledge through hand-on experiences.
It was introduced in the first time by a Russian psychologist named Vygotsky and
became one of the most significant methods in language acquisition process for
most people, especially in children’s learning development. With a huge desire of
paying attention to cognition progress, Vygotsky illustrated learners could gain
knowledge in two steps including human’s interaction and how human’s brain
processes the knowledge in mental ability. By interacting with the environment,
individual notion will show its gradual improvement perfectly.
Furthermore, social strategies help learners communicate with others. This
strategy is the activities that participants have the opportunity to demonstrate and
apply their knowledge. It creates an opportunity for learners to be exposed to the
target language. For example, playing a game in groups is a good way for students
to practice together which is a wonderful chance to hone their English communication skills.
In addition, culture is also a root of language learning where all cultural values
and are carefully contained by plays with many purposes of mastering English
skills. Vygotsky (1978) claimed that the effect of play on children’s development
is enormous. Plays bring learners to go further what they could expect to learn, 9
they would go out of their daily behaviors and act as a real actor or actress to
show their language abilities for both speaking skill and language aspects.
Vygotsky (1978) wrote, “Play creates a zone of proximal development for the
child. In the play, a child always behaves beyond his average age, above his daily
behavior” (p. 102). For instance, when children take a role in some plays, they
must learn carefully the description to make sure that they understand clearly what
the author wants to convey the message. This is a perfect time for reading and
speaking skills to promote their ability which reflects how comprehensive reading
is used as well as pronunciation and intonation are spoken correctly. Vygotsky
(1997), summarized his theory that the common law of cultural development can
be formulated as follow. “every function in the cultural development of the child
appears on the stage twice, in two planes, first, the social, then the psychological,
first between people as an “inter” mental category, then within the child as an
“intra” mental category”. (p.106)
2.2.2. Constructivist Learning
Constructivist learning is seen as a method that learners must create new
knowledge instead of considering it as passive information by having a strong
connection between learners and the environment via interaction. This information
is taken as the raw knowledge which is totally necessary processed and transfer to
students’ own active information. Constructivism was initially produced by Piaget
in 1950 with a theory that “learning is a quest for knowledge, and students build
their own learning through participation”. Piaget (1950) also went on an argument
that students’ learning process happens through a range of interrelated,
interdisciplinary skills and objectives through individual and collaborative exploration.
Ertmer & Newby (2013) believed instead of attaining knowledge from
interpretations of life experiences, learners should make up the new meaning by
themselves. Moreover, in order to succeed in learning, learners need three key
elements: activity, concept and culture. That is the reason why constructivist
learning always refers to building up an environment that engages students in
sharing, discussing, and exchanging ideas as well as opinions together then getting
them to their minds. The main goal of this method is a process concentrating on
high-level thinking to develop cognitive skills. In learning English, with much 10
information from several sources in the social life, by interacting together, most
students’ passive knowledge would be applied and broadened practically.Learners
of the constructivist theory are required to get knowledge in different ways such
as contexts, times, and perspectives. Woo (2014) explained that “Students use
games to explore and ultimately construct concepts and relationships in authentic
contexts. The concept of learning-by-doing comprises core constructivist
principles that underlie game-based learning”. 2.3.
Implicit Learning Strategies
When we learn anything, scientists often describe the process of learning as
either explicit (intentional or active) or implicit (non-intentional). These two
processes work somewhat independently with some overlap (Jensen, 2014). For those
students who has problem of willingness to engage in study, implicit learning may be
the best way for them. These strategies of implicit learning below will introduce a
way that can make learning fun and feel less like a burden for learners.
2.3.1. Game-based Learning
Game-based learning is always an excellent strategy to approach students in
every age range that helps teachers generate several great learning outcomes. Game’s
definition in education is a physical as well as mental activity that takes place both
inside and outside the classroom which contains the knowledge from subjects. Games
are fun, interesting, and helpful since it is completely utilized materials in the
coursebook linking with many trendy activities. With such a universal background
knowledge of gaming, students can relate their gaming experiences to game-based
learning activities in the classroom.
According to (Kapp, 2012) game-based learning is defined as an approach to
studying with a variety of types of games that determines the learning outcomes by
utilizing the diversified combination learning strategies into a beneficial mean of
acquiring, practicing and applying new knowledge. It allows learners to feel free to
cooperate with their friends, motivate students’ participation and interaction as well as
enhance active learning. Not only does it engage learners in the game content, but it
also bumps up students’ attitude into studying harder and playing harder. This learning
strategy uses game-based mechanics, aesthetics, and strategies to engage learners,
motivate action and interaction, and promote problem solving. 11
Finstad (2010) found instructional games are primitively used in primary
school, but the trend towards game-based learning in middle and high school has
taken time to establish itself as an effective learning tool. Game-based learning always
stands for a wonderful way to practice and review what they learn including word’s
meanings, pronunciation, spelling, word form, collocations and much more. There are
several types of games that learners can take an effort to play for learning from
traditional games such as using flashcards, pantomiming, guessing games or playing
board games with a harder level and difficult rules to achieve and win that game. In
spite of applying plenty of game types, game-based learning method always
stimulates both receptive and expressive language usage as well. Gee (2015)
described game-based learning as “personally meaningful, experiential, social and
epistemological” (p. 105). Foreman (2003) stated, “Games expose players to deeply
engaging, visually dynamic, rapidly-paced, and highly gratifying pictorial experiences
that make almost any sort of conventional schoolwork seem boring by comparison” (p. 15).
In addition, game-based learning shows its influence totally on vocabulary
acquisition by mixing a variety of games which is compared with the traditional ones.
One such study used non-digital games and found that generally helped with
vocabulary acquisition and retention (Hui-Chan & Chen, 2012). The researchers
pointed out that the results after comparing between learning vocabulary in the
traditional methods and applying game with the high scores towards game-based
learning. Al-Sharafat and Abu-Seileek (2012) took a web-based game for learners in
Jordan and got the point that the experimental group had significantly improved
literacy skills and higher vocabulary retention compared to the control group who
took the traditional class. The online game provides students with various contexts,
word searching tools, synonyms, antonyms and much more. Taheri (2014) studied
video game-based learning with more than 30 girls in a primary school and met the
comparable results. Hence, game-based learning would be a beneficial option for
acquiring English as a second language.
Through a number of researches about applying game-based learning in
attaining English process, I would claim that this strategy is extremely supportive as it
helps teachers draw students’ attention after several periods as well as motivates
learners to play harder to get better. In terms of acquiring vocabulary, with a variety
type of games including traditional games in the classroom and educational online 12
games, I recognize that I am able to gain the new words more often along with know
how to recycle to minimize letting them as the passive words.
2.3.2. Learning through reading
Learning is a mental mechanism, we take in the information that was given to
us using our thoughts, experience, and senses, then our brain processes those data and
after that, we gain new knowledge. Cognition is the process when our brain gains
knowledge and comprehension, this includes thinking, knowing, remembering and
problem solving (Kendra Cherry, 2020). Scientists have been studying the mental
capacity, learning about how our brains work, trying to understand the cognitive
processes as early as in 300s BC with Aristotle. As time progresses, humans have
made incredible discoveries in this field of study. Cognitive process is crucial not only
for our learning and schoolwork but also for every aspect of our life. In order to learn
new things, our brains need to be able to take in comprehensible input and then
process that new information with the combination of what we have already known.
Understanding this concept can help teachers to create instructional material that aids
students with their study, making learning about new concepts and knowledge easier.
Implicit learning is a cognitive learning example as the definition has
suggested. One of the implicit strategies that can help learners is through reading
story. It has been suggested that stories are a fantastic tool to learn language especially
for young learners as it contains endless imaginary worlds, created by words and
language (Cameron, 2010). A broader perspective has been adopted by Hill (2008)
who argues that graded readers are produced for second language learners so that
learners have an opportunity to improve their skills by means of graded readers.
The first and obvious benefit of learning through reading strategy is the
incidentally improved in vocabulary of students. Waring and Takaki (2003) argue that
graded readers contribute to vocabulary development. Since stories main purpose is to
entertain, authors need to use diverse vocabularies to keep the audience hooked in
their book. In graded readers new vocabulary and grammatical structures are repeated
and recycled for learners so that they become familiar with them. For that reason, as
learners read significantly their ability to understand is promoted and they are
encouraged to read more. Even though one can use a difficult word that learners have
never seen or heard before but with context building and other words around it, they
can guess the meaning of that word. Similarly, Cameron (2010) suggests that stories 13
offer children growth in vocabulary because they will remember the new word that
they like and will likely use it in another context later on. Furthermore, in her major
study, Elley (1989) asserts that vocabulary learning correlated directly to the times the
word was described, the times the word is mentioned, the surrounding texts and cues.
When using this strategy to learn English, learners need to take in mind what
kind of story to choose. It is important that learners should read at their level of
understanding because facing a great deal of unfamiliar words while reading may
discourage them. Parreren (1992) points out that letting children choose the stories of
their interest will have a positive effect on the learning that takes place. For young
learners, a story with a fascinating character that they can relate to, with story context
that they can easily visualize is good for language learning. When learners read at
their reading ability, they stand a better chance of developing their reading confidence
and fluency. Graded readers include restricting grammatical structures and vocabulary
(Nation & Mingtzu, 1999). It can also help learners with “gaining skills and fluency in
reading, establishing previously learned vocabulary and grammar, learning new
vocabulary and grammar” (Nation & Mingtzu, 1999, p. 356). The value and the
attitude of the authors are also important according to Cameron (2010) “Stories can
help children feel positive about other countries and cultures and can help broaden
their knowledge of the world”. This not only helps learners’ understanding but also
helps them recall better when coming into contact with a similar context.
As Saxby (2009) stated “cultures all around the world have always used
storytelling to pass knowledge from one generation to another” reading not only helps
children learn the second language in an implicit way, it also helps them to learn about
the world and culture around them as well.
Learning through reading is a necessary skill for every student. Reading is an
implicit learning method that affects the ability to improve English learning skills.
Through reading to answer questions helps us practice memory and this method helps
us remember more deeply. The introduction of reading reflections has resulted in
significant improvements in student reading. However, there is a grey area here that
can be open for discussion. This strategy would be considered useless for learners that
hated reading. For students that rarely read, how would the process of learning take
place, and would it be useful enough that students do not need to consider other methods or strategies. 14
2.3.3. Compensation strategies
The compensation strategy means that learners guess new words based on the
reading or body language like gestures or eye contact. These strategies help learners
make up for missing knowledge. For example, when learners encounter new words
while listening or reading English, they will rely on the context to guess the meaning
of that new word. It means you have to guess the meaning based on context while
learning to listen and reading comprehension skills. Li and Wang (2015) studied the
impact of using compensation strategies to improve English proficiency. The
researchers say that "the compensation strategy allows students to learn the language
in a real way from a flexible language environment"(p. 1100). It encourages students
to imagine vocabulary flexibly, thereby improving foreign language ability of
communication and applications. As Griffiths (2004) said: ''compensation strategy
may not be a magic wand to orient the whole language learning process; however,
they can be of extreme use eclectically in conjunction with other techniques''.
Classical conditioning was first demonstrated experimentally by Çubukçu (2008) and
Muhtar (2006). In their seminal study show that using compensation strategy to read
comprehension can help students at Ondokuz Mayıs University to achieve better understanding.
The studies mentioned above have shown that the compensation strategy is an
effective method of learning English. The compensation strategy is even more
important to me - an English language student. The purpose of learning English, in
general, is to acquire knowledge of the content. Learners can achieve this goal
without knowing every word in the text. In the examination room, I am not allowed to
use supporting tools to look up words such as dictionaries, websites. That's why this
strategy helped me take the test based on my abilities and the tools available at the
time of the test. Through some research, I've realized that when learners are time-
constrained, just stopping at words we don't know can affect the speed and
effectiveness of the test. Compensating strategies can be practiced in both the daily
study process and the test in the exam room.
2.3.4. Metacognitive strategies
Metacognitive strategy is an individual's conceptualization of their thoughts. This
tactic compensates for deficiencies in grammar and vocabulary. These strategies are
used by learners to control the entire learning process. Learners use these strategies to 15
predict, direct, and self-control their language learning. Learners use in the learning
process: identifying their own learning styles, interests, and needs in learning,
planning assignments, collecting, organizing, and designing resources materials for
learning, arranging learning space, making a schedule, finding people in the target
language group to practice language communication, control mistakes, evaluate
completion while doing assignments, set learning goals and objectives, find
opportunities to read, assess progress and performance in learning. For example,
through social media, they can join online learning groups or join a community
dedicated to sharing knowledge about their favorite topic, so learners learn new things
from each other. Realizing that many like-minded people are passionate about the
same hobbies can be a huge draw. In particular, learning languages through social
media also make learners more creative. Graham believes that metacognitive
strategies, which enable students to plan, control, and evaluate their learning, have the
most central role in improving learning. Anderson (2002) believes that “Development
of metacognitive awareness can also lead to the development of stronger cognitive skills” (p.1).
Metacognitive strategy is an important skill for learning and absorbing new
knowledge. Using metacognition helps me improve my ability to absorb knowledge,
and at the same time can apply some ideas in learning to my life. Through the studies,
I realized that learning combined with analysis keeps our brains active. We must
always think about our thoughts. From there, the more new knowledge we absorb and
the better we can remember it. The important thing to remember is to summarize what
you have learned in your own words. Start studying with a goal and choose your learning style wisely. 2.3.5. CLILL and DRAMA
Dramatizes CLIL (Content and Language Integrated Learning) is a method of
learning that integrates content and language. Learners will learn knowledge through
a language other than their mother tongue, so it helps to acquire both subject
knowledge and the language naturally. Hillyard (2015), confirms that it's a connection
between the content and drama based on a basic philosophy that is holistic and goes
along with the young learners' interests and needs. This method overlaps and weaves
its way through the learners' minds, souls, and bodies. 16
A longitudinal study of Drama and CLIL by Aladini, A. A., Owda, A. M.
(2020) reports that the impact of Content and Language Integrated Learning (CLIL)
and drama on students bring many effective for learning English. This strategy helps
learners to both entertain and maintain their motives for learning. Besides, it also
brings the authenticity in communication and enhances responsibility in choosing
roles. CLIL opens up new methods of learning English in different ways: role-playing,
simulation, drama activities, educational drama. The researchers recommend that
students should use CLIL and drama approaches as tools to enhance self-efficacy.
Learning English by Drama and CLIL is an effective method of learning a
foreign language through experience. Through my own experience, learning English
through drama has built a passion for art, and have a positive outlook on life from a
very young age. Learning English through this strategy gives you confidence, builds
effective communication and social interaction skills. The above studies have also
proved that there is no lesson in the classroom as effective as practicing English with the school stage.
2.3.6. Psychological Curriculum Customization (PCC)
PCC is one of the strategies that is a kind of masked pattern used in activities
that is hidden within an exercise or in certain body language and voice pitch
Psychological Curriculum Customization (PCC) can be described as an effective tool
that can be put in a classroom to implement implicit learning. PCC is mainly to
establish activities that are more natural to the student, creating more long-standing
and ingrained knowledge forums that are fostered.
The exercise that follows PCC format can encourage students to implicitly
connect to their topic and become more interested in it with more engagement. Klaus
(1984) addressed an exercise in which students need to write about a time where they
feel at ease and have the ability to act naturally. The activity enable student to write to
tell a story which mean that that both the activity and the subsequent associations are likely to be positive
2.3.7. Learning a language as a hobby
Learning a language as a hobby could help tremendously when it comes to
implicit learning as you are kind of subconsciously learning and it is also a fun way to 17
learn. Fan Wang (2020) gives out his suggestion that when learning a language,
consider creating a good atmosphere around where you are learning which will help
encourage you to communicate in the language as much as possible.
Another one is by applying implicit learning while reading. Massive reading is
a strategy that you can follow by reading original literature. It is advisable to read
well-structured articles or even to learn by heart. Kaufmann (2018) suggests that to
build and grow your vocabulary, try listening and reading the same text over and over
again. Another point that Kaufmann (2018) added is that your attitude toward learning
the language also affect your achievement, so much must find joy when learning in order to see the best result
Learning while doing what you love. You can also learn when you are listening to
music or watching movies, try to remember what you have heard and write it down
then after some practice you, you will have the ability to pronounce accurately and learn the meaning of words.
PCC is the kind of strategies that you can use to encourage learners and motivate
them to become more active. I personally suggest that it should be implemented in
classroom for students to take advantage of a such effective strategies. Personally, I
think that this will help learner that are having difficulty in trying to express
themselves and I of them as not capable of learning
2.3.8. Learning through using Tiktok
In recent, people are living in the Covid-19 period with several negative
impacts that cause adverse effects on our normal life including studying. Online
learning is now the only choice for students to be taught and caused a tremendous
growth in the use of applications in teaching and learning on mobile from various
educational institutions. Learning through social media especially using Tiktok
become more and more popular as it is a platform to improve language
communication acquisition totally. Tiktok is one the most trending application used
by many people all over the world with a huge benefit if we know the way to exploit
such as students can upload their various activities relating to using English in reality.
Thus, a new variation of learning methods that is effective and interactive is advised
to boost learners’ learning motivation. Vijay (2015) e-learning means using an
individual device such as a mobile phone to study and build up knowledge in various
ways like organizing our and managing the lesson. Hence, such a tremendous 18
resource like Tiktok where English contents are posted every day, learners can get that
chance to update their knowledge day by day. Moreover, learners can upload their
video speaking English to finish their homework by having a dialog of a character in
their favorite plays, teachers will point out what mistakes the student made to help
them improve as well as speaking on social media will be an opportunity to motivate them to be confident.
After reading through several research relating to utilize Tiktok for learning
purposes, which can be concluded that it would be a potential place to develop
speaking skill in all aspects. Moreover, from my experience for both reading the
research and enjoying Tiktok, I feel that all knowledge come to my minds implicitly
while I did not pay any attention or try to remember. Tiktok’s contents are also the
special field that attracts leaners to spending time mostly because it does not have any
qualities for posting videos excepting some rules that players must obey. Hence, all
the information is well-censored that support teachers in controlling students’ topics
as well as learners in practicing speaking skill and performance. CHAPTER 3: METHODOLOGY 19
This study was carried out by six members, of which three members specialized
in English Language Teaching (ELT) and three members specialized in Business
English under the guidance of a teacher supervisor, who is responsible for ELT. First
of all, we search and select empirical studies and agree on the topic of "implicit
learning" mostly because we all know that learning English is a hard-working process
with a high requirement. Instead of catching knowledge through our teacher’s
instruction, “Implicit Learning” become much more excellent as learners can gain
new information on their own in their own life. That is the reason why our group
decided to choose “Implicit Learning Strategies” to conduct the second data collection
project. Not only did this topic satisfy our deep concern about how to learn
effectively, but it also brings us a considerable chance to explore more detailed
strategies to acquire English efficiently. We used information search sites such as
Google Scholar, JSTOR, SCI-HUB to figure out more and more information relating
to that topic from general words to specific ones such as “implicit learning”, “implicit
learning types” or “learning through watching Tiktok, Youtube”, “how to acquire
English by reading books, playing games”. We read nearly 150 abstracts of various
articles to select some of the most relevant to our topic. As a result, we collected
nearly 60 journals and articles published between 2000 and 2020 that match our
paper's interests, yet we refer to choosing recent researches from 2010 till now to
collect the lasted and updated information that is suitable with learner’s characteristics
and learning trend. After that, each member collected and analyzed his or her articles
on the Matrix board by summarizing and filling in the main points of each article in
several columns such as article, author's name, year, location, purpose, research
question, methodology, findings, discussion, your comment to clarify and compare
together. Because of the concise information in the matrix, each group member can
have an overview without reading a full text that assists us in sticking to the main
points to organize and effectively support each other. Then we create a draft outline to
display which aspect our group is eager to find out and start conducting our topic. By
doing the Matrix and outline, we can get the key point to complete our paper logically
by writing every single chapter in detail that meets our supervisor’s demand. In
addition, after finishing each chapter, we keep sending our paper to the supervisor to
receive her feedbacks and recommendation in order to improve for both contents and
writing aspects as we know that we are too naïve to have a perfect paper. Finally, it is 20