Utilizing technology to enhance students' writing skills at the higher education level is now the focus of scholars. One of the most effective nontraditional approaches to enhancing pupils' writing abilities is vlog-assisted language learning (VALL). The university professors who instruct pupils on writing skills never use this VALL. Therefore, the purpose of this study is to compare the academic writing skills of first-year university students taught utilizing the methodology of Bog-Assisted Language Learning (VALL) with those who were not. In addition, this research analyzes how students react to using VALL in teaching and learning writing skills. Thirty university English majors in their third year participated in the research. The research took a quantitative approach to data collection by administering pre- and post-writing examinations and a series of questionnaires to both the experimental and control groups. Evaluation of the gathered data was carried out with the use of descriptive statistics. The findings indicated that pupils who were taught writing utilizing VALL improved substantially more than those that were not. In addition, most student responses on using VALL to teach writing skills were favorable. Since this is the case, the English Department at a university might benefit from implementing VALL into their teaching and learning of writing.