Assessing Students’ Speaking Skill in Online EFL Speaking Course Through Students’ Self-made YouTube videos

Abstract

In online EFL speaking course, the teaching and learning activity in the classroom held through the Web 2.0 technologies. Since COVID-19 was announced as national pandemic, all the teaching and learning activities need to be held through online platforms. This also includes the task given to the students, and the assessment done by the teachers. Teachers need to assess students' speaking skill through online platform, namely YouTube. Students uploaded their self-recorded video (SRV) to YouTube, then the teacher assess their speaking skill through the video. In this research, two video samples were purposively selected to be observed using The Public Speaking Competence Rubric (PSCR) by three teachers as the participants, individually. The goal of this study is to discover and compare the results of the assessment from the three participants, and to explore their experience during the assessment process. From this study, it is apparent that although editing is allowed and the speech is partly scripted, students' speaking skill can still be assessed from their speaking manners. The score given by three participants were different from one to another. The PSCR rubric was helpful and considered appropriate to be used in EFL context. However, the basic items needed to assess students' speaking skill is missing in this rubric since this rubric was developed for the native speakers.

YouTube as an Alternative Learning Media for Independent Bilingual Young Learners: A Review

“…According to research conducted by (Saed et al, 2021), "As English learning material, YouTube video improved students' speaking skills including content, fluency, grammar, pronunciation, and vocabulary." This is consistent with the results of the other study conducted by Balbay & Kilis (2017); Saud Albahlal (2019); Shofatunnisa et al, (2021);and Rusgandi, Ali Ashari (2019). Another study designed by Binmahboob (2020) delivered the study's findings, which showed that English teachers prove that YouTube is a highly advantageous instructional tool in developing secondary school students' speaking skills.…”

“…Recent studies have focused on using YouTube as Digital Learning Media in ELT to enhance student's general learning skills, autonomous learning, self-motivation, and confidence (Yusri et al, 2018;Lestari et al, 2019;Putri, 2019;Maziriri et al, 2020;Wang et al, 2021) in some ways of implementation (Atmojo & Priyo, 2020;Amaliah, 2021;Bardakci, 2019;Murni, et al, 2021;Ariantini., et.al, 2021;Sakkir et al, 2020;Yusuf, 2020;Abbas, N., F.& Qassim, T., 2020;Srinivasacharlu, 2020;Saban, 2020;Nasution, 2019;Latifah, 2019). YouTube has been argued to enhance students' listening skills (Chien et al, 2020;Istifci & Dogan Ucar, 2021, Saputra, Y., & Fatimah, 2018, improve students' speaking skills (Shofatunnisa et al, 2021;Sari et al, 2020;Balbay & Kilis, 2017;Albahlal, 2019;Saed et al, 2021;Binmahboob, 2020;Rusgandi, Ali Ashari, 2019;Sari, 2018) while supporting their writing and reading skill (Olasina, 2017;Alobaid, 2020;Noortyani Rusma, 2019), in more bilingual learning (Poramathikul et al, 2020;Listiani et al, 2021) with more independent and self-regulated learning (Latifah, 2019). Several studies have been formulated to discuss the advantages of implementing YouTube to improve students' vocabulary, grammar, and pronunciation (Kabooha & Elyas, 2018;Sahayu, 2020;…”

COVID-19 Pandemi Döneminde Ebelik Öğrencilerinin Kendi Çektikleri Uygulama Videolarına Yönelik Deneyimleri

“…This finding shows that students need to be evaluated and supported psychosocially in order to gain the competencies required by the midwifery profession. Shofatunnisa et al (2020) stated that students' use of videoassisted learning method improved their professional speaking skills such as pronunciation, posture, mimicry and facial expression (Shofatunnisa et al, 2021). In the present study, two of the students stated that they noticed their missing points after shooting a video of themselves, five of them had difficulty in speaking in front of the camera even though they knew the application, and three of them stated that it was difficult to shoot videos at home conditions because they were distracted quickly.…”

University Students’ Perception of Online Speaking Assessment

“…Based on observations from past studies, the results offered useful insights related to students' satisfaction levels in online speaking assessments. Shofatunnisa et al, (2021) in their study showed that students were highly satisfied with online speaking assessment because it provided them more flexibility and convenience in completing the tasks as well as to upload their responses anytime and from any location they preferred. By reviewing past studies such as Azmina (2017), Peimani & Kamalipour (2022), Baleni (2015) and Afacan Adanir et al, (2020), it shows that students' satisfaction is also included in perception of students towards online learning and assessment.…”

“…A study conducted by Nova (2022) stated that use of technology raises students' nervousness during speaking even though they are well-prepared because they are worried about technical problems that could happen like disruption in internet connection, limited quota, and ineffective earphones. Moreover, the advantages of technology reduce the purity of students' English-speaking skills as students are allowed to edit their videos on Canva software and YouTube appliances (Shofatunnisa et al 2021). Due to variations in findings, this research includes as a variable the perception of students on the use of technology in the execution of online assessment.…”