The Effects of Vlogging on Student Speaking Ability

Abstract

English is considered a Foreign Language in Thailand and has been an integral part of the Thai curriculum, spanning from primary to university levels. To further their education, Thai students are required to take English Proficiency Tests (EPT), such as TOEIC. Despite the emphasis placed on mastering English, many Thai learners continue to face challenges in acquiring proficiency and fluency in spoken English. While some studies have explored factors hindering English speaking among Thai EFL learners, there is a notable lack of research conducted in the Northeast region of Thailand. This study focuses on Roi Et, Selaphum, in the Northeast part of the country, with the aim of investigating the impact of incorporating vlogging as an innovative learning method into the classroom on student speaking ability. By utilizing interactive vlogging as a pedagogical tool, educators seek to enhance students' motivation and engagement in English language learning. The research methodology employed in this study involves a qualitative approach, with a sample size of 11 participants observed over an eight-week period. Through data analysis, six thematic areas emerged, shedding light on various aspects of students' speaking abilities. These thematic data points include: 1) Readiness to Speak English; 2) Thinking in English; 3) Fluency and Free Expression in English; 4) Confidence in Speaking English; 5) Overcoming Fear and Nervousness in English Speaking; and 6) Self-correction. By exploring these thematic areas, this study aims to provide valuable insights into the effects of incorporating vlogging into English language classrooms on student speaking ability. The findings will be of significance to educators and practitioners seeking to enhance language learning outcomes, especially in regions where little research has been conducted in this context.