Vlogs in University EFL Speaking: Student-Teachers' Perceptions
Abstract
Vlogs increase significantly in the contexts of English learning especially in the context of English as a Foreign Language education. Yet, little has been reported how university EFL students perceive vlogs for their English learning, e.g. speaking activities. Thus, this paper is aimed at investigating student-teachers' perception toward vlog-mediated English speaking activities. From 99 EFL student-teachers, 49 students of English department of a private university were recruited and they willingly participated in this study. After a week classroom project of vloging in speaking activities was implemented, questionnaires were distributed. After the results of the questionnaire had been tabulated, a semi-structured interview was conducted to explore further students’ perception of vloging activities. The findings show that vlog-mediated EFL speaking successfully stimulates students for speaking English in the out-class activities. Students enjoyed vloging activities. Students’ learning motivation was also improved. Some implication of the vlog-mediated EFL speaking activities were presented and discussed. Students’ speaking engagement and challenges were also sought to elaborate.
Keywords: EFL speaking, learning motivation, self-directed learning, vlog-mediated speaking
References
[1] Aldukhayel, D. (2019). Vlogs in L2 listening: EFL Learners’ and Teachers’ Perceptions. Computer Assisted Language Learning, vol. 20, Issue 2, pp. 1–20.
[2] Ekalestari, S., Putri, F. and Hasibuan, A. (2019). Learning English Motivation by Students of SMK UISU Medan. In Second Annual International Conference on Language and Literature (AICLL). Indonesia, Medan, 3-4 July 2019, pp. 794–803.
[3] Hsu, H. C. (2016). Voice Blogging and L2 Speaking Performance. Computer Assisted Language Learning, vol. 29, issue 5, pp. 968–983.
[4] Lai, C., Hu, X. and Lyu, B. (2018). Understanding the Nature of Learners’ Out-Of-Class Language Learning Experience with Technology. Computer Assisted Language Learning, vol. 31, issue 1–2, pp. 114–143.
[5] Lee, Y. J. and Liang, J. (2012). Using Video Technology to Diagnose EFL Students ’ Cognitive Learning Difficulties in Public Speaking. VELES: Voices of English Language Education Society, vol. 4, Number 2, pp. 671–680.
[6] Misdi, M., et al. (2019). Examining Task-Supported Language Teaching on Student Empowerment: A Case from Indonesian Context. In UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018) Examining. October 2019, Indonesia, Semarang: Atlantis Press, pp. 53–57.
[7] Okan, Z. and Ula, H. (2013). The Use of Blogs in Second Language Teacher Education. In 2nd World Conference on Educational Technology Researches – WCETR2012. Procedia - Social and Behavioral Sciences, vol. 83, pp. 282–289.
[8] Ozkan, Y. (2017). Reflectivity of Pre-Service Language Teachers Echoed through Blogs. Kasetsart Journal of Social Sciences, https://doi.org/10.1016/j.kjss.2017.09.007 pp. 1–9.
[9] Vurdien, R. (2013). Enhancing Writing Skills through Blogging in an Advanced English as a Foreign Language Class in Spain. Computer Assisted Language Learning, vol. 26, issue 2, pp. 126–143.