Investigating the Benefits of Video-making Projects in Developing English Communication Skills

Abstract

Project-based learning (PBL) is a learning method that is tested in many stages of education. Notably, video-making projects are frequently used to help English as Second Language (ESL) students actively apply the target language learned in the classroom to real-world situations. However, only a few studies have discussed the use of video-making projects by undergraduate students as active learning assignments and their benefits in developing communication skills. Therefore, the objective of this study is to investigate students’ perceptions of the effects of video-making projects, a form of PBL on their English writing and speaking skills. A qualitative research design was conducted by interviewing students about their experiences with video-making projects. The participants of this study were 7 undergraduate students from the school of computer engineering at a Malaysian public university taking the required course titled English Communication Skills. The students were asked by their teacher to produce one video project as a requirement of the course. The data from the interviews were analyzed qualitatively. The findings of the study revealed that the students' attitudes towards the benefits and the use of video-making projects were overwhelmingly positive. They perceived that there were improvements in their English communication skills by gaining many new words, practicing better pronunciations, and using correct grammar. Consequently, it is strongly recommended to apply the video-making project in writing and speaking classes as an alternative way to enhance students’ writing and speaking abilities.