Impacts of Vlogging on Beginner Learners’ English as an International Language (EIL) Competency during the COVID-19 Pandemic

Emerald Anne Jorda; Russell Rodrigo

Emerald Anne Jorda Ifugao State University, Lamut Campus, Ifugao, Philippines
Russell Rodrigo Stamford International University

Keywords: Vlogging, English as an International Language (EIL) Competency, Beginner English Level Learners

Abstract

With the turbulence in the learning environment brought by COVID-19, multitudes of teaching modalities and pedagogies have been heavily studied and some of them tested. This study aimed to explore the effectiveness of vlogging on students’ English as an International Language (EIL) competency in the context of Covid-19-induced online courses at an international university in Bangkok, Thailand. This quasi-experimental research method utilized two course assessments, the final presentation and final listening and speaking exam, to determine students' EIL competency. The sampling consists of Beginner English level learners enrolled in a language program and divided into a controlled group and an experimental group, with the latter using vlogging as a learning tool. The data collected were analyzed through a T-test and one-way ANOVA. The results showed a significant difference in the experimental and controlled groups’ EIL competency, suggesting that vlogging can have a significant positive effect on students’ performance. These findings may contribute to adapting more contemporary teaching tools in the 21st-century pedagogy.