Vlogging as a Pedagogical Tool for Enhancing Speaking Skills: A Comprehensive Review of Literature in ESL and Interpretation Contexts

Document Type : Original Article

Author

Faculty of al alsun, English department, SCU

Abstract

This comprehensive paper explores the efficacy of vlogging as a pedagogical tool for enhancing English as a Second Language (ESL) speaking skills, with a focus on fluency, vocabulary, pronunciation, motivation, and learner autonomy. Drawing on a wide range of studies, it examines vlogging’s role in providing authentic speaking practice, reducing foreign language speaking anxiety (FLSA), and fostering self-regulated learning. The review critically analyzes the methodological strengths and limitations of existing research, identifying significant gaps, including the lack of studies on simultaneous interpretation learners, Arabic-speaking contexts, longitudinal effects, and comprehensive skill assessments (e.g., grammatical accuracy). These gaps highlight the need for targeted research to optimize vlogging’s application in specialized language programs, particularly for Arabic-to-English simultaneous interpretation learners. The findings underscore vlogging’s transformative potential in ESL education and propose a research agenda to address underexplored areas, emphasizing culturally relevant interventions and robust methodological designs.

Keywords: Vlogging, Speaking Skills, ESL, Simultaneous Interpretation, Arabic-Speaking Contexts, CEFR, Learner Autonomy.

Keywords

Main Subjects

Files

Share

How to cite

Statistics