Vlogging to Improve Authentic Speaking in an English Course for Business Management

This teaching practice research examined the pedagogical effects of integrating a recurring three-task cycle—vlog, or video log, creation, peer written feedback, and teacher-student conferences—into an English course designed primarily for Business Management. The study aimed to explore how structured vlog-based authentic oral production influenced English for Foreign Language (EFL) learners’ English-speaking proficiency, confidence, and learning motivation. Participants were 57 sophomore students majoring in business-related fields at a university in Taiwan. A mixed-methods approach was employed over one academic semester. Quantitative data included scores from speaking pre- and post-tests, individual video-recorded presentations, and final in-class group presentations. Qualitative data were collected through vlog evaluators’ feedback, instructor field notes, student end-of-semester reflections, questionnaires, and semi-structured interviews. Results indicated that repeated engagement in three vlog cycles led to noticeable improvements in students’ speaking fluency, discourse organization, and confidence in oral expression. However, challenges remained in pronunciation accuracy and spontaneous delivery. Overall, the findings suggest that embedding vlogging within a structured instructional cycle can effectively foster authentic oral production and support speaking development in EFL practice-oriented courses. The study offers practical implications for EFL instructors designing speaking tasks and activities for language learners in various fields.