The Effects of Communicative Language Teaching Integrated with Vlogging on EFL Learners’ English Speaking Skills
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Abstract
This study explored the effects of Communicative Language Teaching (CLT) integrated with vlogging activities on EFL learners’ English speaking skills and their satisfaction with this instructional approach. The participants were 53 third- and fourth-year non-English major students at Chiang Mai Rajabhat University. Four CLT-based lesson plans integrated with vlogging activities were implemented over 16 instructional hours. Data were collected through a speaking ability pretest and posttest, along with a questionnaire examining students’ satisfaction with the instructional approach, and were analyzed using descriptive statistics and a paired-samples t-test. The results revealed a statistically significant improvement in students’ English speaking performance after the intervention, with the mean score increasing from 9.98 (SD = 3.32) on the pretest to 14.72 (SD = 3.05) on the posttest (out of a total score of 25). This improvement was further confirmed by a paired-samples t-test, which revealed a significant difference between the pretest and posttest scores, t(52) = 19.40, p < .001, Cohen’s d = 2.66. Moreover, the questionnaire findings indicated high to highest levels of satisfaction with both the CLT-based learning and the use of vlogging. These findings suggest that integrating CLT with vlogging is an effective way to support the development of English speaking skills among EFL learners, particularly non-English major students with limited prior speaking experience. The study highlights the value of combining communicative language pedagogy with technology-enhanced speaking tasks to promote meaningful language use, learner engagement, and sustained speaking development among EFL learners.
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