Vlogs in University EFL Speaking: Student-Teachers' Perceptions


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

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