EFL Learners' Perceptions of Vlog Projects to Facilitate Group Collaboration and Learning Participation

Abstract

This case study explored whether the implementation of applying video blog (vlog) projects facilitated learners' group collaboration skills and their learning participation in an EFL learning classroom. Sixty-two participants applied their smartphones to produce two vlog videos during the eight weeks of intervention. The participants filmed two three-minute vlogs on the teacher-assigned topics, which were related to the class textbook content. After completing two vlog projects, the students voluntarily completed a questionnaire of group collaboration and six of the 62 students participated in a focus-group interview at the end of the intervention period. Results revealed that the students increased the number of words when they spoke in the vlogs. The results indicated that 1) students enjoyed working in groups to complete the vlog projects in English learning from the questionnaire results; and 2) they enjoyed speaking English and group collaboration while filming vlogs from the focus-group interviews. In addition, the students also recognized the challenges of integrating vlog projects as learning activities in EFL learning. Limitations and future research suggestions are provided.