Published date:Mar 11 2021

Journal Title: KnE Social Sciences

Issue title: Annual International Conference on Language and Literature

Pages:416-424

DOI: 10.18502/kss.v5i4.8700

Misdi Misdiusmaladewi@yahoo.comDepartment of English Education, Universitas Swadaya Gunung Jati Cirebon- Indonesia

Usmala Dewi SiregarDepartment of Linguistics, Postgraduate Program, Universitas Sumatera Utara, MedanIndonesia

T Thirhaya ZeinDepartment of Linguistics, Postgraduate Program, Universitas Sumatera Utara, MedanIndonesia

Deasy AnggrainiDepartment of Linguistics, Postgraduate Program, Universitas Sumatera Utara, MedanIndonesia

Zhafran Fatih AnandaDepartment of Linguistics, Postgraduate Program, Universitas Sumatera Utara, MedanIndonesia

Vlogs increase significantly in the contexts of English learning especially in the context of English as a Foreign Language education. Yet, little has been reported how university EFL students perceive vlogs for their English learning, e.g. speaking activities. Thus, this paper is aimed at investigating student-teachers' perception toward vlog-mediated English speaking activities. From 99 EFL student-teachers, 49 students of English department of a private university were recruited and they willingly participated in this study. After a week classroom project of vloging in speaking activities was implemented, questionnaires were distributed. After the results of the questionnaire had been tabulated, a semi-structured interview was conducted to explore further students’ perception of vloging activities. The findings show that vlog-mediated EFL speaking successfully stimulates students for speaking English in the out-class activities. Students enjoyed vloging activities. Students’ learning motivation was also improved. Some implication of the vlog-mediated EFL speaking activities were presented and discussed. Students’ speaking engagement and challenges were also sought to elaborate. 

Keywords: EFL speaking, learning motivation, self-directed learning, vlog-mediated speaking

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