The majority Taiwanese college students have very few opportunities to practice speaking and writing in English, so they often feel anxious and lack confidence while using written English or communicating orally with foreigners in their daily lives or workplaces. In addition, as English as a Medium of Instruction (EMI) has gained popularity in Taiwanese higher education, expectations for English proficiency among college students have risen. As the result, this practice-oriented research aimed to improve sophomore students’ speaking proficiency in the College of Business using video logs (vlogs). Students produced three vlog entries about topics related to course themes. They then created peer feedback vlogs and participated in teacher-student conferences. These authentic oral production tasks align with Bandura’s social learning theory and Vygotsky’s Sociocultural theory (1978) and the Zone of Proximal Development (ZPD). 35 sophomore students from the College of Business collaborated in groups of 3-4 students throughout the semester. This study employed a mixed-methods approach to collect data. Thus, the quantitative data was analyzed by inferential statistics: a paired sample t-test , while the qualitative data uncovered benefits and challenges of vlog-based learning. Triangulation was used to ensure themes and findings, and a data review team was recruited to maintain interrater reliability. Ultimately, the aim of this practice-oriented study was to bolster EFL sophomore learners’ speaking proficiency through repetition, peer feedback, and teacher feedback. The course design described here was aimed at nurturing students’ confidence and their real-life speaking skills.

Authors:
Shiao-Wei Chu, National Pingtung University, Taiwan

About the Presenter(s)
Dr Shiao-Wei Chu is a University Assistant Professor/Lecturer at National Pingtung University in Taiwan

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