The Use of Vlog-Making to Encourage Passive Students to Speak English

Kethrin Ingkeatubun, Oktavia Widiastuti, Lasim Muzammil

Abstract


Speaking skill development is a crucial goal in EFL instruction, yet many junior secondary school students remain passive due to anxiety and fear of negative evaluation. Previous studies have widely examined public video-based tasks, while the use of private vlog-making for passive learners has received limited attention. This study aims to investigate the use of private vlog-making as a pedagogical strategy to encourage passive students to speak English more confidently and actively. Employing a qualitative descriptive design, the study was conducted at a public junior secondary school in Malang involving ten ninth-grade passive students who produced two private vlogs over three weeks. Data were collected through vlog recordings, semi-structured interviews, and classroom observations, and analyzed using thematic analysis. The findings indicate that private vlog-making enhances psychological safety, supports repeated speaking practice, increases confidence, and encourages classroom participation. The study concludes that private vlog-making is an effective and supportive approach for promoting speaking development among passive EFL learners.

Keywords


private vlog-making; speaking skills; passive EFL learners; psychological safety; qualitative study

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DOI: https://doi.org/10.31004/jele.v11i1.2079

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