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Jul 23, 2024
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Abstract
In the twenty-first century, the use of technology in the teaching process has become increasingly crucial. A rising trend in language assessment comes in the form of vlogs. Its proliferation in language assessment can serve many advantages and benefits. However, a misguided assessment strategy can undermine the teaching-learning process. Also, learners often feel that vlogging assessments need to be revised because the focus is on the vlogging skills and media quality. Hence, the study aimed to identify the practices and perspectives of language teachers, academic heads, and language learners in using vlogs as a speaking performance assessment. A qualitative design was employed to collect a rich and detailed understanding of the focus of the study. The informants were selected through purposive sampling. Data were collected through essay questionnaires, focus-group discussions, and semi-structured interviews. The findings revealed that using vlogs in language assessment offers a versatile and practical approach for formative and summative purposes. Administering vlogging tasks requires weighing the advantages and challenges associated with each approach. Vlog types, such as personal vlogs, opinion vlogs, and interview vlogs, are ideal for enhancing learners' speaking skills. Furthermore, the pedagogical considerations of language teachers in utilizing vlogs include alignment, sufficient time and support, access to necessary technological resources, learner flexibility, support to struggling learners, clear and comprehensible instructions, and equity for all learners. There is a consensus on the significance of content, creativity, presentation, proficiency, fluency, and technical quality as criteria in vlog assessment.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Manuel, M. J. M. (2024). Practices and Perspectives in Using Vlogs as Speaking Performance Assessment: A Proposed Assessment Tool. International Journal of Multidisciplinary: Applied Business and Education Research, 5(7), 2499-2514. https://doi.org/10.11594/ijmaber.05.07.12
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Lai, C., Lei, C., & Liu, Y. (2016). The nature of collaboration and perceived learning in wiki-based collaborative writing. Aus-tralasian Journal of Educational Technol-ogy, 3(32). https://doi.org/10.14742/ajet.2586
Lee, C. (2023). What are rubrics and how do they affect student learning? www.turnitin.com/blog/what-are-rubrics-and-how-do-they-affect-student-learning
Lestari, F. L. (2018). Debate technique as teacher's strategies in improving stu-dent's higher education English speaking skills. Education of English as a Foreign Language, 1(2), 10–19. https://doi.org/10.21776/ub.educafl.2018.001.02.02
Lestari, N. (2019). Improving the speaking skill by vlog (video blog) as learning media: The EFL students’ perspective. Interna-tional Journal of Academic Research in Business and Social Sciences, 9(1), 915–925. Human Resource Management Aca-demic Resource Society. https://doi.org/10.6007/ijarbss/v9-i1/5490
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Nurviyani, V., & Rahayu, A. S. (2018). A study of students' speaking skills through vlogs. Jurnal JOEPALLT (Journal of English Ped-agogy, Linguistics, Literature, and Teach-ing), 6(2). https://doi.org/10.35194/jj.v6i2.398
Ong, W. A., Swanto, S., & Alsaqqaf, A. (2020). Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers. Indonesian Journal of Applied Linguistics, 9(3), 717–725. https://doi.org/10.17509/ijal.v9i3.2322
Praveena, K. R., & Sasikumar, S. (2021). Appli-cation of Colaizzi’s method of data analy-sis in phenomenological research. Medico Legal Update, 21(2). https://doi.org/10.37506/mlu.v21i2.2800
Reyes, C. (2019). From awareness to ac-ceptance: A module on addressing gen-derlect issues in English literature classes. Bulacan State University.
Saidalvi, A., Mohamad, A., & Wan Fakhruddin, W. F. W. (2021). Using English vlog within YouTube as a tool to enhance speaking skills. International Journal of Academic Research in Business and Social Sciences, 11(8). https://doi.org/10.6007/ijarbss/v11-i8/10665
Saldaña, J. (2016). The coding manual for qual-itative researchers (3rd ed.). London, UK: Sage.
Saputro, T. H., Tafsirudin, I. C., & Farah, R. R. (2020). The use of vlog in improving stu-dents’ oral language production: A case study. English Education: Jurnal Tadris Bahasa Inggris, 13(1), 135–158. https://doi.org/10.24042/ee-jtbi.v13i1.5298
Kleinheksel, A. J., Winston, N. R., Tawfik, H., & Wyatt, T. R. (2020). Demystifying content analysis. American Journal of Pharmaceu-tical Education, 84(1). https://doi.org/10.5688/ajpe7113
Stoll, L., & Schultz, S. (2019). How to design a performance task. Science Scope, 42(7), 40–45. https://www.jstor.org/stable/26898943
Sumardi, S., Adzima, R., & Wijaya, A. N. (2020). Digital video project: An authentic as-sessment to assess students’ speaking skills. Indonesian Journal of EFL and Lin-guistics, 5(1), 57. https://doi.org/10.21462/ijefl.v5i1.217
Thorne, S., Mentzer, N., Bartholomew, S., & Strimel, G. J. (2024). A systematic litera-ture review of student evaluation of peer exemplars and implications for design, technology, and engineering learning. In-ternational Journal of Technology and Design Education. SpringerLink. https://doi.org/10.1007/s10798-023-09874-2
Winkelmes, M., Bernacki, M. L., Butler, J., Zo-chowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that in-creases underserved college students’ success. American Association of Colleges and Universities, 18(1/2), 31–36 http://www.aacu.org/peerreview/2016/winter-spring/Winkelmes
Al Nakhalah, A. M. M. (2016). Problems and difficulties encountered by English lan-guage students at Al Quds Open Universi-ty. International Journal of Humanities and Social Science Invention, 5(12), 96–101. http://www.ijhssi.org/papers/v5(12)/version-3/O5120396101.pdf
Anas, I. (2019). Behind the scenes: Student-created videos as a meaning-making pro-cess to promote student active learning. The Journal of Teaching English with Technology, 19(4), 37–56. https://files.eric.ed.gov/fulltext/EJ1233488.pdf
Anggareni, C. W., & Wulanjani, A. N. (2017). The roles of TED talks and vlogs in en-hancing students' activeness in speaking class. UNNES International Conference on ELTLT, 6, 113–116. https://ejournal.stmikbinapatria.ac.id/index.php/JT/article/download/106/68
Anggraeni, A., Rachmijati, C., & Apriliyanti, D. L. (2020). Vlog: A tool for students’ speaking practice enhancement. Re-search and Innovation in Language Learning, 3(1), 23–31. https://doi.org/10.33603/rill.v3i1.2775
Anrasiyana, A., Sulistyaningsih, S., & Syakur, A. (2022). Creating vlog as media in English language teaching (ELT): Teaching speaking. Jurnal Basicedu, 6(2), 3055–3064. https://doi.org/10.31004/basicedu.v6i2.2575
Arter, J. A., & Chappuis, J. (2007). Creating and recognizing quality rubrics. In Google Books. Pearson Education.
Bacescu, M. C. (2017). Blogging, vlogging - from entertainment to education. Confer-ence Proceedings of eLearning and Soft-ware for Education (ELSE). Conference Proceedings of eLearning and Software for Education (ELSE). https://www.ceeol.com/search/article-detail?id=538078
Brilianti, D. F., & Fauzi, A. Z. (2020). The effec-tiveness of making a video blog (vlog) to minimize students' anxiety in public speaking on descriptive text material. Jurnal Basis, 7(2), 233–244. https://doi.org/10.33884/basisupb.v7i2.2424
Christensen, M., Welch, A., & Barr, J. (2017). Husserlian descriptive phenomenology: A review of intentionality, reduction, and the natural attitude. Journal of Nursing Education and Practice, 7(8), 113. https://doi.org/10.5430/jnep.v7n8p113
Creswell, J. W., & Creswell, J. D. (2018). Re-search design - qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design - choosing among five approaches. SAGE Publica-tions.
Diede, M., Bennett, N., Harrington, L., & San-guiliano, A. J. (2019). Rubric roadmap: A guide for creating rubrics center for teaching and learning excellence. Syra-cuse University. https://effectiveness.syr.edu/wp-content/uploads/2019/07/FOTL-Rubric-Roadmap.pdf
Faiza, D., Bestari, A. C. Y., & Mayekti, M. H. (2022). Students' perception of vlogs as A self-learning media in speaking. Surakar-ta English and Literature Journal, 5(2), 90–104. https://doi.org/10.52429/selju.v5i2.7
Fitria, T. N. (2022). English Vlog Project: Stu-dents’ Perceptions and Their Problems. ACUITY: Journal of English Language Pedagogy, Literature and Culture, 7(1), 77–87. https://doi.org/10.35974/acuity.v7i1.2535
Fusch, P., Fusch, G., & Ness, L. (2018). Denzin’s paradigm shift: Revisiting triangulation in qualitative research. Journal of Social Change, 10(1), 19–32. https://doi.org/10.5590/JOSC.2018.10.1.02
Genon, J. L. D., & Torres, B. C. (2020). Con-structive alignment of assessment prac-tices in English language classrooms. English Language Teaching Educational Journal, 3(3), 211–228. https://doi.org/10.12928/eltej.v3i3.2460
Habibah, N., Pradana, A. W. K., Febrianty, E., Musyarrofah, H., & Pradana, M. I. A. (2021). The role of vlog project in facili-tating authentic speaking assessment. Edulitics (Education, Literature, and Lin-guistics) Journal, 6(2), 63–74. https://doi.org/10.52166/edulitics.v6i2.2468
Huang, H.-W., Wu, N., Jiang, Y., & Li, Y. (2020). EFL learners’ perceptions of vlog projects to facilitate group collaboration and learning participation. ICEBT ’20: Pro-ceedings of the 2020 4th International Conference on E-Education. E-Business and E-Technology. https://doi.org/10.1145/3404649.3404662
Iin, W. (2022). The effect of video project-based learning on students' speaking skills. Prosodi: Jurnal Ilmu Bahasa Dan Sastra, 16(2), 127–135. https://doi.org/10.21107/prosodi.v16i2.15980
Lai, C., Lei, C., & Liu, Y. (2016). The nature of collaboration and perceived learning in wiki-based collaborative writing. Aus-tralasian Journal of Educational Technol-ogy, 3(32). https://doi.org/10.14742/ajet.2586
Lee, C. (2023). What are rubrics and how do they affect student learning? www.turnitin.com/blog/what-are-rubrics-and-how-do-they-affect-student-learning
Lestari, F. L. (2018). Debate technique as teacher's strategies in improving stu-dent's higher education English speaking skills. Education of English as a Foreign Language, 1(2), 10–19. https://doi.org/10.21776/ub.educafl.2018.001.02.02
Lestari, N. (2019). Improving the speaking skill by vlog (video blog) as learning media: The EFL students’ perspective. Interna-tional Journal of Academic Research in Business and Social Sciences, 9(1), 915–925. Human Resource Management Aca-demic Resource Society. https://doi.org/10.6007/ijarbss/v9-i1/5490
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. International Journal of Intercul-tural Relations, 9(4), 438–439. https://doi.org/10.1016/0147-1767(85)90062-8
Lincoln, Y. S., & Guba, E. G. (1986). But is it rig-orous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 30, 73–84. https://eric.ed.gov/?id=EJ335299
Madzlan, N. A., Seng, G. H., & Kesevan, H. V. (2020). Use of video blogs in alleviating public speaking anxiety among ESL learners. Journal of Education and E-Learning Research, 7(1), 93–99. https://doi.org/10.20448/journal.509.2020.71.93.99
Maldin, S. A., Reza, S., & Rezeki, I. (2017). Stepping up the English-speaking profi-ciency of hospitality students through video blogs (vlogs). Advances in Social Science, Education, and Humanities Re-search. Proceedings of the Sixth Interna-tional Conference on Languages and Arts (ICLA 2017). Atlantis Press. https://doi.org/10.2991/icla-17.2018.11
Manan, N. A. A., & Azizan, N. (2022). Vlogging as an assessment tool in ELT: A study among adult learners in a distance learn-ing programme. Elsya: Journal of English Language Studies, 4(2), 109–123. https://doi.org/10.31849/elsya.v4i2.8160
Mendoza, L. E. (2023). Using rubrics for lan-guage assessment. In C. Gonsalves & J. Pearson (Eds.), Improving Learning through Assessment Rubrics: Student Awareness of What and How They Learn (pp. 1–15). IGI Global. https://doi.org/10.4018/978-1-6684-6086-3.ch001
Moskal, B. M. (2019). Recommendations for developing classroom performance as-sessments and scoring rubrics. Practical Assessment, Research, and Evaluation, 8(14). https://doi.org/10.7275/jz85-rj16
Nkhoma, C., Nkhoma, M., Thomas, S., & Le, N. Q. (2020). The role of rubrics in learning and implementing authentic assessment: A literature review. Proceedings of the 2020 InSITE Conference, 237–236. In-forming Science Institute. https://doi.org/10.28945/4606
Norcini, J. J. (2023). On purpose: The case for alignment in assessment. Academic Medi-cine, 98(11), 1240–1242. https://doi.org/10.1097/acm.0000000000005430
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness cri-teria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Nurviyani, V., & Rahayu, A. S. (2018). A study of students' speaking skills through vlogs. Jurnal JOEPALLT (Journal of English Ped-agogy, Linguistics, Literature, and Teach-ing), 6(2). https://doi.org/10.35194/jj.v6i2.398
Ong, W. A., Swanto, S., & Alsaqqaf, A. (2020). Engaging in reflective practice via vlogs: Experience of Malaysian ESL pre-service teachers. Indonesian Journal of Applied Linguistics, 9(3), 717–725. https://doi.org/10.17509/ijal.v9i3.2322
Praveena, K. R., & Sasikumar, S. (2021). Appli-cation of Colaizzi’s method of data analy-sis in phenomenological research. Medico Legal Update, 21(2). https://doi.org/10.37506/mlu.v21i2.2800
Reyes, C. (2019). From awareness to ac-ceptance: A module on addressing gen-derlect issues in English literature classes. Bulacan State University.
Saidalvi, A., Mohamad, A., & Wan Fakhruddin, W. F. W. (2021). Using English vlog within YouTube as a tool to enhance speaking skills. International Journal of Academic Research in Business and Social Sciences, 11(8). https://doi.org/10.6007/ijarbss/v11-i8/10665
Saldaña, J. (2016). The coding manual for qual-itative researchers (3rd ed.). London, UK: Sage.
Saputro, T. H., Tafsirudin, I. C., & Farah, R. R. (2020). The use of vlog in improving stu-dents’ oral language production: A case study. English Education: Jurnal Tadris Bahasa Inggris, 13(1), 135–158. https://doi.org/10.24042/ee-jtbi.v13i1.5298
Kleinheksel, A. J., Winston, N. R., Tawfik, H., & Wyatt, T. R. (2020). Demystifying content analysis. American Journal of Pharmaceu-tical Education, 84(1). https://doi.org/10.5688/ajpe7113
Stoll, L., & Schultz, S. (2019). How to design a performance task. Science Scope, 42(7), 40–45. https://www.jstor.org/stable/26898943
Sumardi, S., Adzima, R., & Wijaya, A. N. (2020). Digital video project: An authentic as-sessment to assess students’ speaking skills. Indonesian Journal of EFL and Lin-guistics, 5(1), 57. https://doi.org/10.21462/ijefl.v5i1.217
Thorne, S., Mentzer, N., Bartholomew, S., & Strimel, G. J. (2024). A systematic litera-ture review of student evaluation of peer exemplars and implications for design, technology, and engineering learning. In-ternational Journal of Technology and Design Education. SpringerLink. https://doi.org/10.1007/s10798-023-09874-2
Winkelmes, M., Bernacki, M. L., Butler, J., Zo-chowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that in-creases underserved college students’ success. American Association of Colleges and Universities, 18(1/2), 31–36 http://www.aacu.org/peerreview/2016/winter-spring/Winkelmes