Reconceptualizing Vocational Chinese Speaking Instruction: A Digitally Mediated Learning Mechanism via TikTok-Integrated Activity-Based Learning

บทคัดย่อ

In the era of digital transformation, short-video social media platforms have emerged as transformative environments for language acquisition. While existing literature extensively documents instructional effectiveness, there remains a critical gap in explaining how digitally mediated processes fundamentally restructure learning. This study reconceptualizes TikTok-integrated activity-based learning not merely as a pedagogical framework, but as a process-oriented learning mechanism. It emphasizes how iterative production, mediated feedback, and audience awareness collectively facilitate vocational Chinese speaking development. Adopting a process-analytic perspective, this research investigates how learners navigate cycles of content creation and social interaction within a ‘digital rehearsal space.’ Empirical data from a quasi-experimental implementation with vocational students are utilized to examine learning outcomes and to explore potential explanations for speaking development within the proposed workflow. The findings suggest that speaking improvement may be associated with three potential processes: (1) iterative rehearsal through repeated video production, (2) self-regulated refinement through asynchronous self-review, and (3) audience-oriented communication, which may enhance learners’ attention to communicative performance. These processes are interpreted as theoretically informed explanations that may help explain the observed improvement in speaking performance. The findings further suggest that the integration of digital affordances and activity-based pedagogy may provide a supportive environment for communicative development in vocational Chinese language learning.