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Vlogging: An Alternative to Role-Play in Improving EFL Learners' Conversation Skills

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Title: Vlogging: An Alternative to Role-Play in Improving EFL Learners' Conversation Skills
Language: English
Authors: Seong Hyeon Choi, Kemtong Sinwongsuwat
Source: rEFLections. 2024 31(2):353-385.
Availability: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Peer Reviewed: Y
Page Count: 33
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Video Technology, Electronic Publishing, English (Second Language), Second Language Learning, Second Language Instruction, Role Playing, Instructional Effectiveness, Conversational Language Courses, Teaching Methods, Speech Communication, Social Networks, Undergraduate Students, Student Evaluation, Comparative Analysis, Scores, Self Esteem, Barriers, Student Improvement, Skill Development, Foreign Countries
Geographic Terms: Thailand
ISSN: 1513-5934
2651-1479
Abstract: Technology-enhanced language learning, or TELL, has played a major role in boosting EFL learners' speaking skills in recent years. The use of online technological methods such as vlogging and uploading videos to popular social networks such as YouTube, in particular, has been recommended as a tool to hone students' conversation skills in addition to providing ubiquitous role-play practice. This study, therefore, aims to examine the effectiveness of multiple-party YouTube vlogging with the effectiveness of role-play when it comes to improving EFL learners' conversation skills. Seventy-six Thai undergraduates taking an English conversation course were engaged in five role-play and five vlogging lessons before and after the midterm for the purpose of improving their English-speaking skills. The students were additionally assessed by the pre-, post- roleplay and vlogging teaching interviews for their speaking performance. A comparative analysis was conducted on the score sets derived from the three distinct interviews, and the scores obtained from participants' weekly role-play assignments were compared with those from their weekly vlogging. The results showed a significant improvement in the students' confidence and content expression despite some challenges of the vlogging method. Further research can explore the alternative use of vlogging in other areas of English language skill improvement.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440716
Database: ERIC
FullText Text:
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  Data: Vlogging: An Alternative to Role-Play in Improving EFL Learners' Conversation Skills
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  Data: <searchLink fieldCode="AR" term="%22Seong+Hyeon+Choi%22">Seong Hyeon Choi</searchLink><br /><searchLink fieldCode="AR" term="%22Kemtong+Sinwongsuwat%22">Kemtong Sinwongsuwat</searchLink>
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  Data: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: 1513-5934<br />2651-1479
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  Data: Technology-enhanced language learning, or TELL, has played a major role in boosting EFL learners' speaking skills in recent years. The use of online technological methods such as vlogging and uploading videos to popular social networks such as YouTube, in particular, has been recommended as a tool to hone students' conversation skills in addition to providing ubiquitous role-play practice. This study, therefore, aims to examine the effectiveness of multiple-party YouTube vlogging with the effectiveness of role-play when it comes to improving EFL learners' conversation skills. Seventy-six Thai undergraduates taking an English conversation course were engaged in five role-play and five vlogging lessons before and after the midterm for the purpose of improving their English-speaking skills. The students were additionally assessed by the pre-, post- roleplay and vlogging teaching interviews for their speaking performance. A comparative analysis was conducted on the score sets derived from the three distinct interviews, and the scores obtained from participants' weekly role-play assignments were compared with those from their weekly vlogging. The results showed a significant improvement in the students' confidence and content expression despite some challenges of the vlogging method. Further research can explore the alternative use of vlogging in other areas of English language skill improvement.
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      – Text: English
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        PageCount: 33
        StartPage: 353
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Electronic Publishing
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Role Playing
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Conversational Language Courses
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Speech Communication
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      – SubjectFull: Social Networks
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Scores
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      – SubjectFull: Self Esteem
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      – SubjectFull: Barriers
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      – SubjectFull: Student Improvement
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      – SubjectFull: Skill Development
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Thailand
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    Titles:
      – TitleFull: Vlogging: An Alternative to Role-Play in Improving EFL Learners' Conversation Skills
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