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A study on using video blogs (vlogs) to enhance low-progress learners' competency in speaking in the English language
Author
Seow, Ennoi
Supervisor
Ng, Chiew Hong
Abstract
There is considerable literature to support the idea of using technological tools to en-hance speaking competency in students. This study sought to explore the effects of video blogs (vlogs) on the low-progress learners in their speaking competency espe-cially in areas of fluency, accuracy and complexity in the English language. The study involves the participation of 28 students from a neighbourhood school. The students submitted their final vlogs after an intervention in the form of a 4-stage speaking model (Goh, 2004). Both the pre-study audio recordings and their vlogs were judged based on the oral assessment rubrics designed by Issacs and Trofimovich (2007). Both quan-titative scores and qualitative analysis of the data of students’ vlogs and reflective journals as well as a semi-structured interview with a colleague, were analysed to determine whether the creation of vlogs had an effect on the low-progress learners’ learning and speaking of standard spoken English accurately and fluently.
One of the main findings of the study was that most of the students had shown an improvement in their scores when compared to their pre-study recordings and before the 4-stage speaking model was introduced to them. The students’ reflective journals and the semi-structured interview further suggested that the students had enjoyed the entire vlogging experience which had boosted their self-confidence in speaking. Through the approach of task repetition, they made attempts to correct their speaking if they noticed any jarring errors in their speaking in terms of accuracy for their pro-nunciation, fluency in terms of their pacing and complexity in terms of using more words. Overall, the pedagogical approach of using vlogs with low-progress students has been enriching and meaningful. This study provides insights into the teaching of speaking, especially with low-progress learners and this study has further proved that with this pedagogical approach, the low-progress students did have the opportunity and capability of becoming competent speakers in the English language. Lastly, the findings will help curriculum developers, policy makers and teachers, in developing speaking competency in students.
One of the main findings of the study was that most of the students had shown an improvement in their scores when compared to their pre-study recordings and before the 4-stage speaking model was introduced to them. The students’ reflective journals and the semi-structured interview further suggested that the students had enjoyed the entire vlogging experience which had boosted their self-confidence in speaking. Through the approach of task repetition, they made attempts to correct their speaking if they noticed any jarring errors in their speaking in terms of accuracy for their pro-nunciation, fluency in terms of their pacing and complexity in terms of using more words. Overall, the pedagogical approach of using vlogs with low-progress students has been enriching and meaningful. This study provides insights into the teaching of speaking, especially with low-progress learners and this study has further proved that with this pedagogical approach, the low-progress students did have the opportunity and capability of becoming competent speakers in the English language. Lastly, the findings will help curriculum developers, policy makers and teachers, in developing speaking competency in students.
Date Issued
2021
Call Number
PE1067 Seo
Date Submitted
2021