English Education Students’ Experiences with English Vlog Content for Speaking Development: A Narrative Inquiry
Keywords:
English Vlog Content, Speaking Skill, Informal Digital Learning, Narrative Inquiry, English Education StudentsAbstract
Speaking remains one of the most challenging skills for English as a Foreign Language (EFL) learners. Although many studies have examined the effectiveness of digital media for language learning, limited research has explored how English Language Education students independently develop speaking skills through English-language vlogs beyond formal classroom instruction. This study investigated the experiences and challenges of English Language Education students in improving their speaking skills through English-language vlogs. Using a qualitative narrative inquiry approach, data were collected through semi-structured interviews with eight participants from the English Language Education Program at UIN Antasari Banjarmasin and analyzed using Mishler’s four-step narrative analysis. The findings revealed that English-language vlogs contributed to improvements in fluency, pronunciation, vocabulary, and accent awareness, while their influence on grammar accuracy and intonation remains limited. Participants also reported challenges, including fast, informal speech, unfamiliar cultural references, and difficulty maintaining active engagement during viewing. Furthermore, graduate students demonstrated more purposeful and reflective learning strategies than undergraduate students. These findings suggest that English-language vlogs can serve as valuable informal learning resources that complement formal instruction and promote greater learner autonomy in the development of EFL speaking skills.
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