Vlogging as Learning-Oriented Assessment: Impacts on Thai EFL University Students’ Oral Communication Ability and Mindset

Abstract

Traditional approaches to assessing oral communication in EFL classrooms often overlook learners’ affective dimensions and offer limited opportunities for sustained engagement. To address this challenge, this study investigates vlogging as a learning-oriented assessment designed to enhance Thai university students’ English oral communication skills, language mindset, and speaking mindset. An explanatory sequential mixed-methods research design was employed with 100 Thai EFL university students and four English lecturers from a public university in Thailand. Data were collected through pre-, post-, and delayed-post tests on oral communication ability, mindset surveys, and semi structured interviews. Quantitative results showed significant gains in students’ fluency, accuracy, and pronunciation, accompanied by shifts toward more growth-oriented language and speaking mindsets. Qualitative findings also revealed that students perceived vlogging as reducing anxiety, building confidence, and fostering creativity, while lecturers recognized its pedagogical value but noted challenges with grading workload. These findings highlight vlogging’s potential as a digital tool that mediates both cognitive and affective outcomes, extending learning-oriented assessment research and offering practical implications for designing innovative, learner-centered assessment practices in EFL contexts.