Advances in Social Science, Education and Humanities Research, volume 514

Proceedings of the First International Conference on Social Science, Humanity,

and Public Health (ICOSHIP 2020)

The Implementation of Mobile-Assisted Language

Learning Through YouTube Vlogging to Boost
Students’ Speaking Performance
Nodistya Septian Indrastana* Renata Kenanga Rinda
Jurusan Bahasa, Komunikasi, Jurusan Bahasa, Komunikasi, dan
dan Pariwisata Pariwisata
Politeknik Negeri Jember Politeknik Negeri Jember
Jember, Indonesia Jember, Indonesia
[email protected] [email protected]

Abstract—Technology has an essential part in the world of them to be successful and become competent in their fields
education 4.0. Technology integration is needed in teaching and whenever they finish their studies [2].
learning processes to successfully achieve the targeted learning
outcome. Therefore, Mobile-Assisted Language Learning However, speaking is regarded as one of the most difficult
(MALL) has become an interesting topic for studies related to skills language learners have to face in learning a language.
English teaching and learning processes. Numerous studies An incredible number of language students think that it is hard
suggest that MALL is effective for improving students’ skills in to communicate what they have as a main priority in
learning English at any level and boost their learning communicated in language and still can't communicate in
motivation. Among the studies, some were conducted on English fluidly and fittingly in spite of the fact that they have
investigating the effectiveness of video blogging in improving taken in the language for a long time [3]. The challenges or
students’ speaking skill. Some other studies were focused on problems that language students experience in learning
exploring students’ view on the implementation of video speaking may shift. Speaking anxiety, limited background
blogging. However, there are only a few studies that focus on knowledge, low participation, and mother-tongue use are the
teachers’ practice in implementing video blogging. Therefore, problems that students frequently face [4]. According to [4],
through a reflective practice, this article tries to look at and inhibition becomes the first problem that English language
reflect the practice of implementing YouTube vlogging in learners face in class. Feeling worried about making mistakes,
teaching-learning speaking for the students of a non-English
fearful of criticism, and ashamed of the others’ attention
department in Politeknik Negeri Jember. The results showed
towards themselves are such examples of inhibition problems
that YouTube vlogging activities were conducted through five
main stages: preparation, modeling, concept-making,
encountered by EFL learners. The next problem students may
implementation, and review. The results also revealed that face in learning speaking is a lack of topical knowledge, which
student self-assessment is needed after vlogging activities are then makes them feel difficult to remember what to say and
done to help the students reflect on their speaking practice. It is have restrictions in their speaking practice [3]. Students
suggested that video blogging activities are implemented in EFL experience difficulties to speak in a foreign language probably
classes as one of teaching and, at the same time, learning due that they are lack information or background knowledge
strategies to boost students’ speaking performance. related to the topic, unsure which word or vocabulary to apply,
or uncertain about the use of accurate grammar. Whenever
Keywords—mobile-assisted language learning, vlog, video students face those problems, they may encounter a
blogging implementation, speaking motivation decrease. Another cause of students’ speaking
problems can come from a class with a large number of
I. INTRODUCTION students, which may prompt students’ low cooperation and
Due to the high intensity of interactions among people, participation in class [5].
companies, and governments worldwide in this globalization
A study on EFL students highlighted that students’
era, there is a tremendous need for communicating in a global
speaking anxiety is caused by the fear of making mistakes and
language, i.e. English. More and more people try to learn and
this feeling is, somehow, related to the students’ lack of self-
improve their English-speaking skills for the sake of being
esteem in using English. As a result, they occasionally insert
able to either communicate well with the world community or
their mother tongue when they speak English. From the
settle down with their professions. Speaking has become the
natural phenomena that occurred in speaking classes, it can be
center of learning English and is considered the most
concluded that psychological factors that may affect students’
important skill to acquire in learning English as a foreign
speaking performance are caused by the fear of making
language (EFL) since people who learn a language are referred
mistakes and the lack of self-esteem which are related to
to as the speakers of the language being learned [1]. As a
shyness and anxiety [6]. Thus, English teachers should find
result, today’s English Language Teaching (ELT) has given
strategies to assist their students in getting a better speaking
more emphasis on developing learners’ speaking skills to help
performance.

Copyright © 2021 The Authors. Published by Atlantis Press SARL

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 Advances in Social Science, Education and Humanities Research, volume 514

Another possible factor which gives impact on students’ gaining, and vocabulary improvement through the use of
speaking performance is the limited opportunity to have vlogs in learning English.
extensive speaking practice outside the class. Students merely
practice speaking and explore their speaking ability in class. From the previous relevant studies and currently available
They mostly do not have extensive speaking practice when literature, there are only a few studies that focus on the
they are outside the class. As a response to this problem, implementation of vlogs in teaching speaking for non-English
English teachers should creatively and innovatively employ a department students. This article, therefore, tries to look at and
supporting media which can enhance their students’ occasion reflect the practice of implementing YouTube vlogging in
to conduct extensive practices and make them get more teaching-learning speaking for the students of a non-English
exposure to speaking practice outside the class [7]. department. The focus is on how I can employ YouTube
vlogging activities in the teaching-learning process to help my
Technological media can be a great response to the above- non-English department students practice speaking English
explained problem since technology innovation has had a effectively. It is expected to enrich the information on the
significant role in language teaching and learning today significance of vlog employment in English language
through either software or hardware [8]. Besides, integrating learning, especially speaking.
mobile devices as the teaching-learning media in language
classroom has brought several positive outcomes as it supports II. LITERATURE REVIEW
collaborative classroom activities and enriches the authentic A. Mobile-Assisted Language Learning (MALL)
classroom activities through mobile applications and online
sites [9]. Industry 4.0 with its advanced mobile technology has
brought swift changes in all aspects, including education. The
Another leading technology innovation allied to an advancement of mobile devices has made them become
enormous number of technology innovations used as important tools in education and language learning. Both
technological media in language learning is what is known as teachers and students are getting more and more familiarized
YouTube and Vlog. YouTube is a free online video-sharing or with the use of mobile devices in their teaching-learning
video hosting platform where users can create their profile,
environment to make education as ubiquitous as possible.
upload videos, watch, like, share, and comment on other
Additionally, the emergence of the internet strengthens the
videos [10]. A vlog is described as a type of blog which
contains full of video content. When people have a channel on utilization of mobile devices in such a way that they provide a
YouTube, they can create vlogs and upload them to their very effective resource for education and language learning
channels. This phenomenon triggers both language teachers [13]. MALL means that mobile technology is used to assist
and language learners to employ or create vlogs on YouTube students’ learning. They do not only learn a second/foreign
to get them involved and support the language teaching- language in a classroom, but also have a chance to explore
learning environment [8]. various independent learning activities outside the classroom.
Several studies have explored the use of vlogs in language B. Vlog
teaching-learning and showed several results. A study that A vlog stands for a video blog and is defined as a blog that
was conducted in a factorial design analyzed the effectiveness uses video as the main source instead of texts [12]. Video
of vlogging in teaching speaking. The researchers also took blogging, well-known as vlogging, is an activity of utilizing
students’ learning motivation into account. The study showed social media which is currently popular throughout the world.
that learning speaking through vlogging strategy is more The term vlog is also used by people who do video stream but
effective than learning speaking through expository strategy. do not utilize a blog, yet post their videos through online video
It also showed that highly motivated students have higher hosting like YouTube [11]. Moreover, live broadcasts on
speaking ability than less motivated students. Therefore, the Facebook and Instagram are also categorized as vlogs. In other
study concluded that there is an interaction between teaching words, a vlog contains either “blogging or streaming
strategies and motivation for teaching speaking [12]. Another activities, with or without others as long as there are self-
study that investigated whether vlog contributed to the made, first-person video involved” [8].
students’ speaking improvement was conducted [7]. This
study was an action research that made use of the Instagram C. YouTube Vlogging in Teaching-Learning Speaking
platform as the media for the students to create vlogs. The Education 4.0, in which technology and mobile devices
results pointed out that the implementation of the Instagram play an important role, has made considerable changes and
vlogs into a basic level of a speaking class improved the development in language teaching-learning. Years ago, the
students’ speaking proficiency, which covers speaking teaching-learning process could only be done in a classroom
fluency, pronunciation, syntax, vocabulary, and the use of the setting. In such circumstances, teaching-learning process did
target language. The study also showed that the employment not take teachers’ creativity and emotional intelligence into
of the Instagram vlogs contributed to EFL students’ speaking account. Nowadays, on the contrary, teachers are highly
skills in enhancing fluency, acquiring vocabulary items, and demanded to be creative and innovative in designing lessons
boosting confidence and motivation. Another study [8] tried as well as utilizing technology to not only help students
to investigate students’ experiences of using vlogs to learn achieve the learning outcome but also sharpen their critical
English. By conducting an exploratory study, they revealed thinking and problem-solving skills.
that the students’ experiences in using vlogs to learn English
deal with losing words to say, conveying English language In teaching-learning speaking, one of the auspicious
expression, expressing identity, and looking for additional strategies facilitating creativity, critical thinking, and
information in English. They also indicated that the students problem-solving that English teachers can employ is a
learn detailed guideline making, better editing, confidence vlogging activity. Creating a vlog requires students to carry

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 Advances in Social Science, Education and Humanities Research, volume 514

out several steps through which they can subconsciously stages of the YouTube vlogging teaching strategy shown
shape their creativity, critical thinking, and problem-solving. below were applied twice during the study.
The implementation of vide blogs in the speaking classroom
brings positive feedback from both lecturers and students [14]. Preparati
Anil [15] asserts that vlog is a good oral communicative on
application and facilitates learners to improve their speaking
skills by practicing their English either inside or outside the
classroom, watching others’ performances, and getting instant Review Modelling
feedback from the teachers, other students, as well as other
viewers.
However, vlogging activity cannot be done in any
speaking class. Designing a vlog project in a speaking class
might be burdensome for students if teachers do not take a Implementa Concept
suitable topic into account. Topical knowledge refers to tion Making
knowledge that is stored and structured in long-term memory
[4]. It means that topical knowledge is the knowledge of Fig. 1. The Stages of YouTube Vlogging Teaching Strategy
relevant information to the topic that the speakers have.
Therefore, certain speaking tasks may be easier for those who A. Preparation
have relevant topical knowledge and might be more difficult Preparation was the initial stage of the vlogging activities,
for those who do not or have limited topical knowledge [16]. in which I constructed a teaching scenario. The teaching
Huang, Hung, and Plakans [17] also support the idea for the scenario consisted of choosing a topic to be discussed and
result of their study indicated that topical knowledge preparing a material presentation. There were two topics that
significantly affected speaking test performance. I used for the implementation of YouTube Vlogging, i.e. ‘All
III. METHOD about Me’ and ‘Covid-19 Pandemic’. The former was chosen
as the first topic to ease the students and arouse their
A qualitative research approach was used in this study. convenience as well as their engagement in conducting their
Specifically, a reflective practice strategy was conducted since first vlog project. Within this topic, they were asked to share
the aim of this study was to look at and reflect the such information about themselves as their personal
implementation of MALL through YouTube vlogging information, their own appearance and personality, family
activities for my students in non-English departments. This members, their favourite things, what they like and dislike,
article focuses on describing and reflecting the etc. Meanwhile, the latter topic required them to give a short
implementation of MALL through YouTube vlogging description of what Covid-19 was, how it could spread, what
activities for my students’ speaking practice. I carried out the people could do to avoid it.
study in a Basic English course offered to 91 undergraduate
students, divided into three classes, in the second semester of The topic selection was done by taking into account such
their study at Renewable Energy Engineering Study Program, considerations as its relevance, students’ interest, and
Politeknik Negeri Jember. It is a two-credit course containing students’ topical knowledge. Students’ interest in certain
60-minute lecturing classes and 120-minute practice classes. topics can highly cause their good topical knowledge on that
The course is designed to provide students basic fundamental topic. Moreover, the latest news which is relevant to students
knowledge they need to be successful and engage in both smoothly attracts students’ interest. Thus, these considerations
spoken and written discourse of daily activity and academic were interrelated and done in the initial stage since the topic is
settings. This study was conducted in 6 meetings (1 meeting of the factors affecting students’ speaking performance. This
per week, including lecturing classes and practicum classes) is in line with Leong and Ahmadi [3] who suggest that
of the second semester academic year 2019/2020. It was not teachers need to identify some factors influencing their
an intervention study that aimed to improve the students’ students’ speaking performance if they would like to help
speaking competence or to measure the effectiveness of them overcome their speaking difficulties, moreover, topical
YouTube vlogging on the students’ speaking performance. knowledge is of the factors influencing students’ speaking
performance. The topic selection done in this initial stage is
The sources of data used in this study were the documents also in line with the study [17].
of my teaching practice, i.e. video recordings, teaching
records in LMS, and a written reflective diary. The data After the topic selection was done, the next step was
analysis was done by combining process description and preparing a material presentation. The material presentation
process reflection. Then, for the data triangulation, a fellow preparation covered relevant language focus and vocabulary.
lecturer was involved as a co-researcher, who fortified my Since the students were learning English at a basic level, a
reflection by doing an additional reflection. clear presentation on relevant language focus and vocabulary
would be of high importance. Grammatical competence can
IV. RESULTS AND DISCUSSION help students implement the English structures correctly and
The implementation of MALL through YouTube vlogging may lead to their speaking fluency. Material preparation also
activities that I conducted was divided into five stages, i.e. covered relevant vocabulary to help the students enhance their
preparation, modeling, concept making, implementation, and vocabulary knowledge, as vocabulary was identified as a great
review. The stages are shown in Figure 1. There were two vlog obstruction to EFL students’ speaking fluency.
products created by each student during this study. Thus, the

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B. Modeling to utilize technology for recording, editing, and submitting

Modeling was the second stage of the implementation of their video products. Accordingly, these series of vlog
the YouTube vlogging teaching strategy. In this stage, I production process that the students accomplished could
employed a PPP (Presentation, Practice, and Production) develop their speaking performance, their creativity, and
method, considering that it is one of the good methods for problem-solving as well. It is in line with Taqwa and Sandi [8]
teaching speaking. Introducing the new target language well who affirm that teachers should be creative in designing
in the first stage of the lesson, setting several tasks for students lessons and making use of technology to make students able
to practice the new target language, and providing to accomplish the learning outcome and, at the same time,
communicative activities to encourage students to use the new develop their critical thinking and problem-solving skills.
target language can be the effective ways of assisting students
to come to the lesson objectives [18]. Therefore, I personally
believe that the series of phases in PPP can provide
considerable time and space for my non-English department
students before they eventually perform their speaking
practice.
This modeling stage, conducted in a 60-minute lecturing
class, took in mainly two phases, i.e. Presentation and
Practice. The first phase consisted of topic delivery,
elicitation, and the relevant language focus and vocabulary
presentation, while the second covered students’ controlled
and freer practice.
C. Concept Making
After the modeling stage, the teaching-learning activities
came into the next stage, namely concept making. In this
stage, the last phase of PPP, i.e. Production, was conducted.
First, vlog examples related to the assigned topic were shown
to the students. Then, they were given a set of detailed
instructions on a vlog creation. The following is an example
of the instruction.

Fig. 3. Screenshots of the students’ vlog from the YouTube account

E. Review
The last stage of the YouTube vlogging teaching strategy
was review. It was conducted in the following week after the
Fig. 2. Screenshot of the vlogging instruction students submitted the links of their vlog. In this stage, I gave
the students a guided scoring rubric and asked them to watch
The next step was the students made a concept, in which their own videos. Then, they needed to review their own
they were suggested to outline their vlog content. This concept performance in the videos based on the scoring rubric
making stage was done in a 120-minute practice class, during provided, adopted from iRubrictm
which the students could also have a mini-conference with me (https://www.rcampus.com/rubricshowc.cfm?code=CX8766
to consult their concepts. 9&sp=yes&). The scoring rubric consists of five categories,
i.e. grammar, pronunciation, vocabulary, fluency, and content.
D. Implementation Then, after they were done with the self-assessment, I asked
This stage was done outside the classroom setting and them to do a peer assessment by randomly selecting two
carried out during a week. In this stage, the students performed videos of other students, giving comments in YouTube, and
speaking based on the assigned topic and recorded their reviewing them the same way as the self-assessment they had
performance at the same time. Then, they did a simple video previously done. By watching and reviewing their own and
editing to insert back sound, animations, etc. others’ videos guided by the provided scoring rubric, the
students were expected to be able to identify the areas they
After their video products were ready to watch, the next need to work on or improve. Besides, I believe that this
step was the students needed to upload the videos to their strategy will boost the students’ motivation to practice more
YouTube account. When the uploading process was and present their speaking products as best as they can since
successful, the students were required to copy the video URL they realize that there are audience responses to their products.
and submit the link. To this end, the students were required
not only to show their best performance in speaking, but also

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V. CONCLUSION [4] N. H. Tuan and T. N. Mai, “Factors Affecting Students’ Speaking

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ACKNOWLEDGMENT blogging in teaching speaking viewed from students’ learning
motivation,” In Proc. the Fifth International Seminar on English
The authors disclosed receipt of the following financial Language and Teaching, 2017. [Online]. Available:
support for the research, authorship, and/or publication of this http://ejournal.unp.ac.id/index.php/selt/article/view/7980. [Accessed
article: This work was supported by DIPA Politeknik Negeri July 1, 2020].
Jember [SP DIPA - 023.18.2.677607/2020]. We also thank [13] T. M. Miangah and A. Nezarat, Mobile-Assisted Language Learning,
Research and Community service Centre (Pusat Penelitian International Journal of Parallel Emergent and Distributed Systems,
vol. 3, no. 1, February 2012.
dan Pengabdian masyarakat / P3M) Politeknik Negeri Jember.
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