A Case Study on the Implementation of Teacher-Assigned YouTube Vlog Project in Teaching English Public Speaking: Students' Benefits and Challenges

Arnetta Sasikirana Kurniawan, Ahmad Munir

Abstract


Public speaking is a challenging skill for EFL students due to anxiety, low confidence, and limited practice opportunities. This study explores the use of YouTube vlog assignments in teaching English public speaking to 25 tenth-grade students and one English teacher at a senior high school in Sidoarjo, East Java. Using a qualitative case study design, data were collected from students’ vlog submission and semi-structured interviews, then analysed through thematic analysis. The findings show that vlog projects were implemented through planning, scripting, recording, editing, and uploading stages. Students reported greater confidence and lower anxiety because they could practice repeatedly before sharing their work. However, challenges such as nervousness, fear of evaluation, and technical difficulties persisted. Overall, YouTube vlogs provide a supportive and flexible medium for improving public speaking skills when accompanied by appropriate teacher guidance.


Keywords


YouTube Vlog; Public Speaking; Learning Media

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References


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DOI: https://doi.org/10.31004/jele.v11i5.2737

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