The Impact of Vlog-Driven Task Based Language Teaching on English Speaking Proficiency: A Case Study in a Chinese High School

Abstract

Vlog-mediated task-based language teaching (TBLT) is a promising and mobile-assisted approach to developing speaking proficiency, but empirical evidence from secondary EFL contexts remains limited. This qualitative case study investigates the application of vlog task-based language teaching (TBLT) to enhance English-speaking skills among Chinese high school students. A six-week program was implemented, during which students engaged in bi-weekly tasks with themes of objects, animals, and sports vlog TBLT assignments. Each week included a 60-minute class discussion, scaffolded through celebrity speaking on related topics, and students subsequently produced and shared their vlogs using video-editing applications and platforms. Two data sources were collected from the initial and final task scores of the student participants, and reflective writing was structured using Gibbs’ Reflective Model. The descriptive pre–post findings demonstrated that students improved aspects related to fluency, language, pronunciation and grammar with the largest improvements in fluency and pronunciation. Reflections traced an affective course from initial anxiety to growing confidence and identified mechanisms of change including regular practice, targeted feedback, and clearer organisation of ideas. The findings underscore the value of aligning vlog topics with students’ interests and highlight the emotional journey from nervousness to confidence to fostered autonomy, relatedness, and competence in a collaborative, low-anxiety environment. Furthermore, the vlog-driven TBLT, grounded in Social Constructivism and Self-Determination Theory, can effectively enhance English language speaking skills by fostering a supportive, student-centred learning environment that emphasises interaction, collaboration, and personalised learning.