Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement

Abstract

This study examined how smartphone-based collaborative video projects influenced English as a Foreign Language (EFL) learners’ speaking performance and learning engagement using blended learning in China. The collaborative video projects helped students engage in two smartphone-based video filming tasks to combine language learning with real-life experiences simultaneously. A total of 65 college students used smartphones to participate in 3-minute collaborative video tasks that were related to the learning context of the classroom textbook. Qualitative and quantitative data were collected during this 8-week intervention. This included pretest and post-test speaking scores, a questionnaire on group collaboration, students’ final reflections and focus group interviews. A paired-sample t test, descriptive analysis and qualitative content analysis were used to analyse the data. The results indicate that students’ speaking abilities were significantly improved at the end of the intervention. They enjoyed group collaboration in the video projects and appreciated acquiring digital media production skills. Interview results highlight the opportunities for and challenges of the educational application of video projects in EFL classrooms.
 
 Implications for practice or policy:
 
 Integrating collaborative vlog projects in EFL classrooms can stimulate students’ speaking performance.
 Student-made collaborative vlogs can help students develop 21st century skills, especially in digital media production.
 Smartphone-based vlog projects can increase learners’ engagement and enhance their group collaboration skills.
 

Student Perceptions of the Fairness of Video Presentation Grading in the Online EFL Classroom

“…This variety showed creativity from the students in making their video presentations. Huang (2021) found that all 65 of the students he interviewed had a positive perception of the video projects conducted in the class. Students' reasons for these sentiments included digital media production skills, communication with each other, and multiple proficiencies.…”

“…Students reported that their English level had improved through video presentations (Cowie & Sakui, 2018;El-Garawany, 2017;Kulsiri, 2018;Naqvi & Al Mahrooqi, 2016;Santhi, Suherdi, & Musthafa, 2019;Stanley & Zhang, 2018). Huang (2021) recorded statistically significant higher test scores from students after completing video tasks in the classroom. Mali (2018) attributed part of the language gains observed to the opportunity for students to "repetitive learning behaviors they did in completing the project" (p. 15).…”

“…Other benefits reported from using video presentations in the classroom included creativity (Ahmad & Lidadun, 2017), positive learning attitudes (Huang, 2021), and improved engagement (Stanley & Zhang, 2018). Ahmad and Lidadun (2017) observed students using different methods to complete the video presentation assignment, including varied delivery styles and attractive visual aids.…”

“…Another benefit of using student-produced videos, which is elucidated in previous literature, is building skills necessary in the 21 st -century (Hafner, 2014;Huang, 2021;Kulsiri, 2018;Naqvi & Al Mahrooqi, 2016;Yeh, 2018). Huang (2021) stated that the skills the students learned helped meet the language learning goals and built skills needed in the 21 st -century job market and would be helpful with solving real-world problems that might arise in the future.…”

“…Another benefit of using student-produced videos, which is elucidated in previous literature, is building skills necessary in the 21 st -century (Hafner, 2014;Huang, 2021;Kulsiri, 2018;Naqvi & Al Mahrooqi, 2016;Yeh, 2018). Huang (2021) stated that the skills the students learned helped meet the language learning goals and built skills needed in the 21 st -century job market and would be helpful with solving real-world problems that might arise in the future. Hafner (2014) concurred, stating that student-produced videos helped language learning as well as the chance to "practice the important 21 st -century skill of orchestrating semiotic resources in various modes in order to make meaning" (p. 682).…”