Vlog for Fluency: A Qualitative Case Study of Chinese Students’ Motivation in Task-Based English Speaking
DOI:
https://doi.org/10.17507/jltr.1603.32Keywords:
listening skills, Vlog, motivation, technology, English languageAbstract
This study explored the use of vlog task-based language teaching (TBLT) in enhancing English speaking skills. It was guided by Dornyei’s (1994) three-level model, specifically the language level, the learner level and the learning situation level. The qualitative case study data were collected through interviews and students’ scores in English speaking skills. The language level demonstrated a strong integrative and instrumental motivation. The learner-level findings were related to students’ confidence and achievement. At the learning situation level, results indicated learners’ interest in the course, teachers’ teaching style or personal traits. The components related to goal orientation, norm and reward as well as the classroom goal structure were not evident in the findings. The study found important considerations and implications for educators due to the lack of norms, reward systems, and goal orientation in the motivation of these students in the vlog TBLT for English.
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