Integrating Vlogs in Indonesian EFL Speaking Classrooms: A Cyclic Action of Three Different Cohorts

This study reports about the vlog (video blog) integration as a learning media in three different cohorts of Indonesian EFL speaking classrooms. Those cohorts were college students enrolled in the Speaking III class available in the third semester. This class required students to be able to demonstrate speaking skills. There were 29 participants from 2019-2020, 24 from 2020-2021, 31 from 2021-2022. Data were collected using an observation checklist to record and document the process, an open-ended questionnaire to elicit students’ perception of the vlog implementation, and an evaluation guide for assessing the students’ final vlog. The results demonstrated that the vlog integration brought different challenges in each cohort, which prompted review how the vlogs had been used and improvements were made the following cohort. Altogether, integrating vlogs provided opportunities to improve teaching through the students’ active contribution in evaluating the vlogs. This evaluation helped determine the most appropriate subject matter based on the students’ needs and interests. Vlog integration promoted the students’ confidence in delivering their speeches. However, the findings might not be applicable for different learning contexts as they might be of limited generalizability.