IMPROVING EFL LEARNERS SPEAKING PROFICIENCY THROUGH INSTAGRAM VLOG

Mega Wulandari

Abstract


This research investigated whether Instagram Vlog contributed to the improvement of EFLs speaking ability. It also examined learners perceptions on the integration of Instagram Vlog in a speaking class. There were 28 participants involved in this research. To determine the impact of the Instagram Vlog on EFL learners speaking ability, pre- and post-tests were administered to measure the improvement. The results indicated that the implementation of Instagram Vlog into a basic-level speaking class improved the learners speaking proficiency in terms of pronunciation, fluency, vocabulary, syntax, and general use of the target language. The analysis of the questionnaire demonstrated that the utilization of Instagram vlog contributed to EFL learners speaking skill on enhancing fluency, acquiring vocabulary items, and boosting confidence and motivation.

Keywords


speaking, digital video, assessment, perception, mobile-assisted language learning

Full Text:

PDF

References


Ayd?n, B. (2001). A study of sources of foreign language classroom anxiety in speaking and writing classes. Unpublished doctoral dissertation. Eski?ehir: Anadolu University.

Akdeniz, N. . (2017). Use of student-produced videos to develop oral skills in EFL classrooms. International Journal on Language, Literature and Culture in Education, 4(1), 43-53.

Blattner, G. & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17-28.

Blattner, G. & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning. Alsic, 15(1). doi:10.4000/alsic.2413

Bloch, J. (2007). Abdullahs blogging: A generation 1.5 student enters the blogosphere. Language Learning & Technology, 11(2), 128-141.

Bygate, M. (2009). Teaching the spoken foreign language. In B. Seidlhofer & K. Knapp (Eds.), Teaching the Spoken Foreign Language (pp.401-438). Berlin: Mouton de Gruyter.

Cheng, G. & Chau, J. (2009). Digital video for fostering self-reflection in an ePortfolio environment. Learning, Media and Technology, 34(4), 337-350, doi:10.1080/17439880903338614.

Christianson, M., Hoskins, C., & Watanabe, A. (2009). Evaluating the effectiveness of a video-recording based self-assessment system for academic speaking. Language Research Bulletin, 24, 1-15. Retrieved from http://web.icu.ac.jp/lrb/docs/Christianson-Hoskins-Watanabe.pdf

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.

Danny, H. H. T. & Alan, H, S. T. (2010). Implementing electronic speaking portfolios: Perceptions of EFL students. British Journal of Educational Technology, 41(5), 84-88.

Drnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.

Feng, Z. (2007). The Perceptions of Chinese Junior High and Senior High Students Regarding the Teaching and Learning of English Listening and Speaking Skills. Unpublished doctoral dissertation. Lubbock: Texas Tech University.

Gao, W., Tian, Y., Huang, T., & Yang, Q. (2010). Vlogging: A survey of videoblogging technology on the web. ACM Computing Surveys (CSUR), 42(4), 15.

Gktrk, N. (2016). Examining the effectiveness of digital video recordings on oral performance of EFL learners. Teaching English with Technology, 16(2), 71-96.

Hafner, C. A., Chik, A., & Jones, R. H. (2013). Engaging with digital literacies in TESOL. TESOL Quarterly, 47(4), 812-815.

Harrison, R. & Thomas, M. (2009). Identity in online communities: Social networking sites and language learning. International Journal of Emerging Technologies and Society, 7(2), 109.

Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179-187.

Kern, R., Ware, P., & Warschauer, M. (2008). Network?based language teaching. In Encyclopedia of Language And Education (pp. 1374-1385). Springer US.

Kessler, G. (2013). Collaborative language learning in co-constructed participatory culture. Calico Journal, 30(3), 307-322.

Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.

Marshall, C. & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA: Sage.

Mills, N. A. (2009). Facebook and the use of social networking tools to enhance language learner motivation and engagement.

OMalley, J. M. & Valdez, P. L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Addison-Wesley.

Okada, Y., Sawaumi, T., & Ito, T. (2017). Empowering Japanese EFL learners with video recordings.

Pasaribu, T. A. & Harendita, M. E. (2018). English language anxiety of pre-service teachers: Causes and coping strategies. LLT Journal: A Journal on Language and Language Teaching, 21(2), 134-147.

Peterson, M. (2010). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41(1), 72-93.

Prichard, C. (2013). Training L2 learners to use facebook appropriately and effectively. CALICO Journal, 30(2), 204-225.

Pop, A., Tomuletiu, E. A., & David, D. (2011). EFL speaking communication with asynchronous voice tools for adult students. Procedia Social and Behavioral Sciences, 15, 1199-1203.

Saint, L. D. (2009). Self-assessment of speaking skills and participation in a foreign language class. Foreign Language Annals, 42(1), 15878.

Sato, T. (2012). The contribution of test-takers' speech content to scores on an English oral proficiency test. Language Testing, 29(2), 223-241.

Saldana, J. (2011). Fundamentals of qualitative research. New York: Oxford.

Thorne, S. L. & Black, R. W. (2007). Language and literacy development in computer-mediated contexts and communities. Annual Review of Applied Linguistics, 27, 133-160.

Wesch, M. (2009). YouTube and you: Experiences of self-awareness in the context collapse of the recording webcam. Explorations in Media Ecology, 8(2), pp.19-34.

Zourou, K. (2012). On the attractiveness of social media for language learning: A look at the state of the art. Alsic. Apprentissage des Langues et Systmes d'Information et de Communication, 15(1).




DOI: https://doi.org/10.24071/llt.v22i1.1796

Article Metrics

Abstract view : 10425 times
PDF view: 3643 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Mega Wulandari



Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.