From production to reflection: Integrating video project-based learning and dialogic pedagogy in tertiary EFL Speaking
DOI:
https://doi.org/10.12928/eltej.v9i2.16237Keywords:
Dialogic pedagogy, Speaking skill, Self-efficacy, Self-reflection, Video project-based learningAbstract
This study examines the effects of integrating Video Project-Based Learning (VPBL) and Dialogic Pedagogy (DP) on tertiary EFL students’ speaking performance. It explores their self-reflection and self-efficacy during the learning process. A quasi-experimental convergent mixed-methods design was employed with two intact groups of second-year university students: an experimental group receiving VPBL integrated with DP and a control group receiving conventional speaking instruction. Quantitative data were collected through pretest and posttest speaking assessments based on Complexity, Accuracy, and Fluency (CAF), together with self-reflection and self-efficacy questionnaires. Qualitative data were obtained through semi-structured interviews with students from the experimental group. Speaking performances were assessed by two raters, and inter-rater reliability was established using the Intraclass Correlation Coefficient (ICC). ANCOVA was employed to examine posttest performance while accounting for students’ initial performance. The findings revealed significant differences in the patterns of overall speaking performance and Fluency between the instructional groups, whereas no significant group effects were found for Complexity and Accuracy. The questionnaire findings indicated relatively high self-reflection and moderate self-efficacy among students in the experimental group. Qualitative findings further revealed that video production, dialogic interaction, feedback, and reflection formed an interconnected learning process. Overall, the findings suggest that integrating VPBL with DP may be particularly responsive to fluency-related and broader aspects of oral performance. However, the development of Complexity and Accuracy may still require more sustained exposure, practice, and form-focused support. These findings suggest that speaking development is not solely a linguistic process, but a multidimensional phenomenon shaped by the interplay of cognitive, affective, and social factors.
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