Abstract
This study explores the potential of video blogs (vlogs) as an innovative intervention for mitigating speaking anxiety among English as a Foreign Language (EFL) students. Grounded in contemporary language anxiety and technology-enhanced learning theories, the research addresses a critical gap in understanding digital strategies for anxiety reduction. Employing a convergent mixed-methods design, the study investigated 39 first-semester students at Pattimura University's English Education Program. Data were collected through a questionnaire and in-depth semi-structured interviews. Quantitative analysis revealed a significant reduction in speaking anxiety, with a mean effectiveness score of 3.28 (SD = 0.48), particularly in performance enhancement (M = 3.40, SD = 0.50). Qualitative insights illuminated students' psychological transformations, demonstrating vlogs' potential to create supportive, self-directed learning environments. While context-specific, the findings contribute empirical evidence to the emerging field of technology-mediated language learning and offer promising strategies for addressing speaking anxiety in EFL contexts.
Published Version
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