Teaching English through Vlogging and In-class Presentation: A Preliminary Comparative Study

Abstract

This case study aims to find out the differences between in-class presentation and vlogging by comparing the scores of the five presentation assignments by high school students in South Korea. The findings revealed that the vlogging group showed higher presentation grades as the study progressed in the categories of grammar, elocution and speed, eye contact, and non-verbal communication compared to their peers who did presentations in class. However, the confidence scores were higher for the in-class presentation group in the beginning but ended up the same for both groups in the last assignment. To find out the student’s perceptions about presenting in class and vlogging, a survey was administered. All the participants regardless of the groups they were in said that they feel more confident after the presentation assignments and thought their English speaking skills have improved after the oral presentations. The students in the vlogging group seemed to prefer using cell phones to record their presentations and the in-class presentation group seemed to like giving presentations to a live audience except one student who said she prefers vlogging. Therefore, this study suggests using both methods in an English class or giving options to students to choose the form of presentation but suggests that vlogging may have better results.