Vlogs, Video Publishing, and Informal Language Learning

Codreanu, Tatiana; Combe, Christelle

doi:10.1002/9781119472384.ch10

Cited by 4 publications

(4 citation statements)

References 29 publications

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“…However, the potential of vlogging as a social media-integrated activity for EFL learning, particularly for speaking practice, remains largely unexplored. A vlog, a type of blog in video format, can be shared on video-sharing platforms such as YouTube, which is popular among young learners who exhibit a binge-watching behaviour and enjoy creating videos (Codreanu & Combe, 2019). Vlogging can provide a stress-free environment for learners, and its multimodal affordances allow for the practice of language abilities such as listening, speaking and writing (Barton & Lee, 2013).…”

Section: What This Paper Addsmentioning

confidence: 99%

“…This study aims to integrate vlogging, a popular social networking activity, into the current EFL classroom to investigate its effects on Korean undergraduate EFL learners' speaking proficiency and potential to lower FLSA and enhance WTC. Codreanu and Combe (2019) suggested that using vlogs helps language learners develop their language skills, digital literacy and creativity. Maulidah (2017) noted that vlogging positively impacts students' speaking performance by increasing engagement, improving self‐presentation, providing more opportunities to practice speaking and enabling autonomous learning.…”

Section: Literature Reviewmentioning

confidence: 99%

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Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity

Jin

2023

Brit J Educational Tech

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This study introduces an innovative approach to improving speaking proficiency among Korean EFL learners through the use of vlogs, further evaluating their impact on learners' foreign language speaking anxiety (FLSA) and willingness to communicate (WTC). In this semester‐long experiment, 49 university students were divided into an experimental group (n = 25) and a control group (n = 24). The former engaged in vlogging activities, while the latter received traditional instruction devoid of social networking. Data were collected via pre‐ and post‐questionnaires on FLSA and WTC, coupled with pre‐ and posttests assessing speaking skills. Vlogging significantly decreased FLSA and bolstered WTC in Korean EFL learners, demonstrating a marked improvement when contrasted with the control group. Additionally, the experimental group, engaged in vlogging, displayed superior advancement in vocabulary, comprehension, fluency and task proficiency. However, no discernible enhancements were observed in speaking accuracy when compared to the control group. With the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group, this study provides a concrete foundation for EFL teachers to consider integrating vlogging and similar social media‐based activities into language instruction. This approach could contribute to creating more engaging and comfortable learning environments, aiding learners in overcoming affective barriers and improving their language skills. Practitioner notesWhat is already known about this topic Prior research in second language acquisition probed the impact of social media on diverse language learning areas: vocabulary, intercultural learning, speaking skills, pronunciation and writing skills. Social media‐integrated language learning demonstrated potential in enhancing oral proficiency among English as a Foreign Language (EFL) learners. Limited research exists exploring the influence of social media, especially vlogging, on EFL learners' speaking skills and affective factors such as Willingness to Communicate (WTC) and speaking anxiety. What this paper adds This study demonstrates that a learning environment cultivated via social media, particularly vlogging, improves speaking proficiency and positively influences affective factors like Foreign Language Speaking Anxiety (FLSA) and WTC. The findings suggest that social media‐integrated speaking activities, specifically vlogging, offer a beneficial and effective pedagogical strategy to ameliorate speaking proficiency, FLSA, and WTC in supportive and non‐intimidating contexts. Implications for practice and/or policy This study offers crucial insights for EFL teachers planning courses to enhance speaking proficiency: The integration of vlogging and similar social media‐based activities into language instruction is strongly supported by the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group. This study provides a concrete foundation for such innovative approaches. The creation of an engaging, interactive and stress‐free learning environment is essential, enabling learners to practice speaking English without anxiety. This approach can also aid learners in overcoming affective barriers and enhancing their language skills. EFL educators should prioritize improving key attitudinal factors, such as anxiety and WTC. These factors significantly contribute to the holistic development of oral proficiency. When incorporating social media‐based speaking activities like vlogging, teachers' targeted feedback on recurring learner mistakes can foster improvements in speaking accuracy. EFL teachers must recognize their critical role in nurturing a supportive, non‐intimidating environment, paving the way for learners to effectively enhance their speaking proficiency.

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Section: What This Paper Addsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity

Jin

2023

Brit J Educational Tech

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“…Previous studies have pointed out the importance of social media in informal learning (Alm, 2015;Bosch, 2009;Codreanu & Combe, 2020;Kukulska-Hulme & Lee, 2020 Mubarak, 2016;Selwyn, 2009). They all agreed that learners commonly and naturally use social media as an informal academic vehicle to "work with their peers or to organize class projects or exchange information about coursework" (Hamat & Abu Hassan, 2019, p. 70).…”

Section: Literature Review Social Media and Efl Learnersmentioning

confidence: 99%

“…First, the impact of social media, in general, which tends to be limited to the impact on body image and purchase intentions (Baker & Rojek, 2019;Rasmussen, 2018;Abidin, 2018;Schlecht, 2020). Second, the impact of social media as an informal language learning instrument that tends to overlook the social and psychological aspects of social media use among EFL learners (Alm, 2015;Bosch, 2009;Codreanu & Combe, 2020;Kukulska-Hulme & Lee, 2020;Madge, Meek, Wellens & Hooley, 2009;Mubarak, 2016;Selwyn, 2009). That is, there has been no study about the social and psychological impact of social media in the context of EFL learning in Algeria.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Internet Celebrities on Algerian EFL Learners’ Lifestyle Habits

Khelkhal¹,

Ouahmiche²

2022

AWEJ

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Social media paved the way for the emergence of a new type of celebrity: the internet celebrity. Internet celebrities have changed how young people speak, dress, and act. The present study examines the impact of social media and internet celebrities on the lifestyle habits of Algerian EFL learners. A lot of studies have been conducted on how social media can be used in EFL learning, yet very little is known about their effects beyond the EFL classroom. The findings of this study could provide insights into how excessive media usage could lead to the cultivation of new habits and lifestyle tendencies among young people. The main questions that guided this study were: to what extent are Algerian EFL learners exposed to social media? To what extent do they interact with internet celebrities? And how are they influenced by internet celebrities? One hundred and eleven students of English at Mostefa Ben Boulaid University, Algeria, were surveyed in this study. The findings suggest that Algerian EFL learners are heavily exposed to social networks due to the usefulness and efficiency of these networks as informal language learning tools. In addition to language learning, EFL learners are very attracted by other online content, such as fashion and cooking, which makes them continuously involved with, and influenced by, social media celebrities. Consequently, this continuous involvement with internet celebrities shapes EFL learners’ lifestyle habits.

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YouTube as a site for vocational learning: instructional video types for interactive service work in retail

Arkenback

2023

Journal of Vocational Education & Training

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Vlogs, Video Publishing, and Informal Language Learning

Cited by 4 publications

References 29 publications

Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity

Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity

The Impact of Internet Celebrities on Algerian EFL Learners’ Lifestyle Habits

YouTube as a site for vocational learning: instructional video types for interactive service work in retail

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