Effects of Vlogging and Podcasting on Raising Iraqi Intermediate EFL Learners’ Motivation

The present study surveyed the potential role of podcasting and blogging in improving Iraqi intermediate EFL learners’ motivation. To this aim, 45 learners (in three intact classes) were selected from a language institute in Iraq through convenience sampling. The participants were then randomly assigned to one of the three groups (podcasting vlogging, and control). Successive to administering the motivation scale as pretest, the researchers initiated the intervention, which lasted for 14 sessions and seven weeks, with the classes being held twice a week. After holding the posttest, and at the culmination of quantitative phase of the study, 14 participants (seven students from each experimental group) were selected to take part in a semi-structured interview. They were asked to provide their opinions on how podcasting and vlogging can improve their motivation. The data collected for the quantitative phase were analyzed using one-way ANOVA and as regards the qualitative phase, thematic analysis was employed. The results demonstrated that both podcasting and vlogging groups exhibited higher degrees of motivation in comparison to the control group following the treatments. Moreover, the findings suggested that there was no statistically significant difference between the groups that engaged in podcasting and vlogging. The qualitative analysis indicated that the participants had positive attitudes about using podcasting and vlogging to improve their motivation. The findings are thought to have fruitful implications for teachers, learners and other educational stakeholders at the context of Iraqi institutes, particularly as regards the proper integration of technology into language learning process.