Vlog as a Self-Learning Medium to Improve Speaking Skills: A Study on Non-English Major Students' Perception in a General English Class

Abstract

Speaking is often considered the most challenging English skill for university students outside English departments because of limited practice opportunities and speaking anxiety. Video blogs (vlogs) provide an alternative self-learning medium that enables students to practise speaking, record their performance, and review their progress. This study aimed to explore non-English major students’ perceptions of using vlogs to improve speaking skills in a General English class. A descriptive study employing qualitative and quantitative approaches was conducted with 25 students from the Faculties of Economics and Business, Computer Science, and Philosophy. Data were collected through an online questionnaire containing closed-ended and open-ended questions. Closed-ended responses were analysed using percentages, while open-ended responses were examined thematically. The findings indicated that most students perceived their speaking, pronunciation, grammar, and vocabulary abilities as moderate. Almost all respondents (96%) considered vlogs at least moderately effective for speaking practice, 56% reported increased creativity, and 68% expressed willingness to use vlogs again. Although most students reported greater confidence, some experienced nervousness and faced vocabulary and device-related limitations. These findings suggest that vlogs are a promising self-learning medium when supported by clear guidance, vocabulary assistance, and a supportive sharing environment.