The Use of Vlog in Improving Students’ Oral Language Production: A Case Study

Teguh Hadi Saputro, Ibnu Choirin Tafsirudin, Rafika Rabba Farah


The analysis of using a video blog (Vlog) in language learning has been widely done. However, most of the studies only focus on investigating the students’ perception of Vlog. This study attempted to analyze the use of Vlog in improving students’ oral language production. In addition, the students’ perception after applying Vlog in language learning was also investigated. The complexity, accuracy and fluency (CAF) were the aspects analyzed from students’ performance. Further, a mixed-method was applied in this study. This study involved six participants (3 male and 3 female) who were the students of the English Language Education Department of a private university in Malang, Indonesia. A speaking test which was in the forms of vlogs and semi-structured interviews were used as the instruments for the data collection. The quantitative data from the test were calculated by using formulas of CAF and further analyzed by the descriptive statistics, while the qualitative data from the interview were analyzed to explore the benefits and challenges of learning with vlogs. The findings showed the increasing mean of the students’ accuracy while their fluency and complexity decreased. There were several factors that might impact the findings. Those were; planning time, pressures, restrictions in terms of time, and task repetition. The benefits and challenges of learning with Vlogs were discussed in this paper.

Full Text:



Afshari, M., Ghavifekr, S., Siraj, S., & Jing, D. (2013). Students’ Attitudes towards Computer-assisted Language Learning. Procedia - Social and Behavioral Sciences, 103, 852–859.

Ahluwalia, G., Sahib, F., Aggarwal, D., & Sahib, F. (2010). Language Learning With Internet-Based Project : A Student-Centered Approach For Engineering Students. ESP World, 9(1), 1–12.

Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35–59.

Anil, B. (2016a). A study on developing speaking skills through techno-driven tasks. Brazilian English Language Teaching Journal, 7(1), 80–93.

Anil, B. (2016b). Top-Up Students Second Language Talk Time through Vlogs. Indonesian Journal of EFL and Linguistics, 1(2), 129–143.

Azar, A. S., & Nasiri, H. (2014). Learners’ Attitudes toward the Effectiveness of Mobile Assisted Language Learning (MALL) in L2 Listening Comprehension. Procedia - Social and Behavioral Sciences, 98, 1836–1843.

Balakrishnan, V. D., & Puteh, F. (2014). Blending Face-to-Face Communication and Video Blogging in Acquiring Public Speaking Skills. Journal of Creative Practices in Language Learning and Teaching (CPLT), 2(1), 64–72.

Balakrishnan, V., & Gan, C. L. (2016). Students’ learning styles and their effects on the use of social media technology for learning. Telematics and Informatics, 33(3), 808–821.

Bygate, M. (1999). Task as context for the framing, reframing and unframing of language. System, 27(1), 33–48.

Celik, C. (2014). Vlogues sur YouTube : un nouveau genre d’interactions multimodales, 265–280. Retrieved from

Chun, D., Smith, B., & Kern, R. (2016). Technology in Language Use, Language Teaching, and Language Learning. Modern Language Journal, 100, 64–80.

Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning: Original Articles. British Journal of Educational Technology, 40(1), 179–183.

Combe, C., & Codreanu, T. (2016). Vlogging: a new channel for language learning and intercultural exchanges. In P. Papadima-Sophocleous, L. Bradley, & S. Thouesney (Eds.), CALL communities and culture - short papers from EUROCALL 2016 (pp. 119–124).

Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11(4), 367–383.

Davies, N. F. (1980). Language acquisition, language learning and the school curriculum. System, 8(2), 97–102.

De Jong, N. H., Groenhout, R., Schoonen, R., & Hulstijn, J. H. (2015). Second language fluency: Speaking style or proficiency? Correcting measures of second language fluency for first language behavior. Applied Psycholinguistics, 36(2), 223–243.

Demouy, V., & Hulme, A. K. (2010). Open Learning : The Journal of Open , Distance and e-Learning On the spot : using mobile devices for listening and speaking practice on a French language programme. Open Learning, 25(3), 37–41.

DeWitt, D., Naimie, Z., & Siraj, S. (2013). Technology Applications Used by First Year Undergraduates in a Malaysian Public University. Procedia - Social and Behavioral Sciences, 103, 937–945.

Ellis, R. (1987). Interlanguage variability in narrative discourse: style shifting in the use of the past tense. St, 9, 12–20.

Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18(3), 299–323.

Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 354–375.

Gass, S., Mackey, A., Alvarez-Torres, M. J., & Fernández-García, M. (1999). The Effects of Task Repetition on Linguistic Output. Language Learning, 49(4), 549–581.

Gonzalez-Acevedo, N. (2016). Technology-enhanced-gadgets in the Teaching of English as a Foreign Language to Very Young Learners. Ideas on Implementation. Procedia - Social and Behavioral Sciences, 232(April), 507–513.

Grgurović, M., Chapelle, C. A., & Shelley, M. C. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25(2), 165–198.

Gündüz, N. (2005). Computer Assisted Language Learning. Journal of Language and Linguistic Studies, 1(2), 193–214.

Hashemi, M., & Aziznezhad, M. (2011). Computer assisted language learning freedom or submission to machines? Procedia - Social and Behavioral Sciences, 28, 832–835.

Hulstijn, J. H., & Hulstijn, W. (1984). Grammatical Errors As a Function of Processing Constraints and Explicit Knowledge. Language Learning, 34(1), 23–43.

Hung, S. T. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners perceptions. British Journal of Educational Technology, 42(5), 736–746.

James, R. (1996). CALL And The Speaking Skill. System, 24(1), 15–21.

Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37(August 2016), 13–38.

Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. Modern Language Journal, 98(1), 296–311.

Lynch, T., & Maclean, J. (2003). Effects of Feedback on Performance: A Study of Advanced Learners on an ESP Speaking Course.Edinburgh Working Papers in Applied Linguistics. Retrieved from LA - English

Mackey, A. (2007). Feedback in Child ESL Classrooms. Tesol Quarterly, 41(2), 285–312.

Mehnert, U. (1998). The Effects of Different Lenghts of Time For Planning On Second Language Performence. Studies in Second Language Acquisition, 20(1), 83–108.

Moradi, Z., & Talebi, S. H. (2014). The Effect of Pre-speaking Strategies Instruction in Strategic Planning on Iranian EFL Students’ Awareness as well as Students’ Fluency and Lexical Resources in Speaking. Procedia - Social and Behavioral Sciences, 98, 1224–1231.

Ortega, L. (1999). Planning and Focus on Form in L2 Oral Performance. Studies in Second Language Acquisition, 21(01), 109–148.

Ortega, L. (2009). Understanding Second Language Acquisition. London: Hodder.

Oz, H., Demirezen, M., & Pourfeiz, J. (2015). Digital Device Ownership, Computer Literacy, And Attitudes Toward Foreign And Computer-Assisted Language Learning. Procedia - Social and Behavioral Sciences, 186, 359–366.

Parmaxi, A., Zaphiris, P., & Ioannou, A. (2016). Enacting artifact-based activities for social technologies in language learning using a design-based research approach. Computers in Human Behavior, 63, 556–567.

Révész, A. (2011). Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. Modern Language Journal, 95, 162–181.

Rossiter, M. J., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. (2010). Oral Fluency: The Neglected Component in the Communicative Language Classroom. Canadian Modern Language Review, 66(4), 583–606.

Ru-Chu Shih, V. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883–897.

Said, E. (2014). Covering Islam. Muscle & Nerve, 49, iii–iv.

Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. Modern Language Journal, 85(1), 39–56.

Skehan, P. (2003). Review article Task-based instruction. Language And Technology, 36, 1–14.

Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185–211.

Smith, D., & Maté, N. (2010). Personalizing the abstract with online video watching a documentar. Canadian Education Assosiation, 46(2), 50–52.

Stickler, U., & Shi, L. (2016). TELL us about CALL: An introduction to the Virtual Special Issue (VSI) on the development of technology enhanced and computer assisted language learning published in the System Journal. System, 56, 119–126.

Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers and Education, 94(11), 252–275.

Sung, Y. T., Chang, K. E., & Yang, J. M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review, 16, 68–84.

Tal, M., & Yelenevskaya, M. (2012). Computer-assisted Language Learning: Challenges in Teaching Multilingual and Multicultural Student Populations. Procedia - Social and Behavioral Sciences, 47(Graham 2006), 263–268.

Tarighat, S., & Khodabakhsh, S. (2016). Mobile-Assisted Language Assessment: Assessing speaking. Computers in Human Behavior, 64, 409–413.

Thomson, D. L. (2010). Beyond The Classroom Walls: Teachers’ and Students’ Perspectives on How Online Learning Can Meet the Needs of Gifted Students. Journal of Advanced Academics, 21(4), 662–712.

Watkins, J., & Wilkins, M. (2011). Using YouTube in the EFL Classroom. Language Education in Asia, 2(1), 113–119.

Yuan, F., & Ellis, R. (2003). The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24(1), 1–27+372+374.

Zamari, Z. M., Adnan, A. H. M., Idris, S. L., & Yusof, J. (2012). Students’ Perception of using Online Language Learning Materials. Procedia - Social and Behavioral Sciences, 67(November 2011), 611–620.


Article Metrics

Abstract views : 234 | PDF downloads : 132

Copyright (c) 2020 English Education: Jurnal Tadris Bahasa Inggris

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

English Education: Jurnal Tadris Bahasa Inggris is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. pISSN: 2083-6003, eISSN: 2580-1449EnglishEducation Stats. Copyright © UIN Raden Intan Lampung.