Bridging the Proficiency Gap: Vlogging as a Pedagogical Tool for Vocabulary Development and Speaking Skills of Thai EFL Pre-Service Teachers
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Abstract
This study investigates how video blogs (vlogs) serve as an educational tool to enhance vocabulary learning and speaking skills among Thai EFL students. Situated within the growing field of Technology-Enhanced Language Learning (TELL), it tackles the ongoing challenge of developing active vocabulary and spoken fluency in Thai higher education. A mixed-methods, quasi-experimental design was employed with a single group of 60 pre-service computer-teacher undergraduates at a university in Northeastern Thailand. Participants, initially assessed at A2 level on the Common European Framework of Reference for Languages (CEFR), participated in a 14-week program focused on creating and peer-reviewing vlogs related to their fields. Quantitative data indicated significant positive trends in performance. Participants showed increased mastery of vocabulary bands and improved speaking scores (Mpre-test = 52.33, Mpost-test = 81.17; d = 4.11). Based on the course rubric, the participants’ performance shifted from a level consistent with A2 descriptors to one aligning with B1–B2 descriptors. The findings suggest that integrating vlogs into the EFL curriculum is a motivating approach that supports vocabulary engagement and speaking confidence. Qualitative results revealed that vlogging fostered learner independence, lowered communication anxiety, and provided meaningful, real-life contexts for practicing vocabulary and speaking. Ultimately, this technology-enhanced method proved effective in bridging the gap between theory and fluency for pre-service teachers, aligning with global trends in digital language pedagogy.
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