Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement

This study examined how smartphone-based collaborative video projects influenced English as a Foreign Language (EFL) learners’ speaking performance and learning engagement using blended learning in China. The collaborative video projects helped students engage in two smartphone-based video filming tasks to combine language learning with real-life experiences simultaneously. A total of 65 college students used smartphones to participate in 3-minute collaborative video tasks that were related to the learning context of the classroom textbook. Qualitative and quantitative data were collected during this 8-week intervention. This included pretest and post-test speaking scores, a questionnaire on group collaboration, students’ final reflections and focus group interviews. A paired-sample t test, descriptive analysis and qualitative content analysis were used to analyse the data. The results indicate that students’ speaking abilities were significantly improved at the end of the intervention. They enjoyed group collaboration in the video projects and appreciated acquiring digital media production skills. Interview results highlight the opportunities for and challenges of the educational application of video projects in EFL classrooms. Implications for practice or policy: Integrating collaborative vlog projects in EFL classrooms can stimulate students’ speaking performance. Student-made collaborative vlogs can help students develop 21st century skills, especially in digital media production. Smartphone-based vlog projects can increase learners’ engagement and enhance their group collaboration skills.

Critical Thinking in Collaborative Video Annotations

Collaborative video annotation (CVA) combines media affordances to support critical thinking. A discourse analysis of preservice teachers' annotations in the process of a video-mediated observation of expert teaching revealed that critical judgements co-occurred with higher order thinking (HOT); however, criticism correlated less often with HOT than positive judgements of expert teacher practices. One hundred forty-one learners' small group discussions in CVA showed HOT annotations devoid of all judgment were the most frequent, and of HOT annotations that did contain criticism, applications of knowledge co-occurred most often with critical judgments, while analysis co-occurred most often with positive judgements, and intellectual modesty with mixed criticism. Results suggest that designs aimed at supporting critical thinking might benefit from expanded explanations of the purpose of observations and scaffolds to support the withholding of criticism.