Exploring the Efficacy of Video Project Assignments in English Language Learning through the Lens of Tertiary-Level EFL Students

Convenient methods for the instruction of foreign languages are constantly in quest as a consequence of incessant technological breakthroughs at a rapid speed. Video-making proj- ect has turned out to be a prominent technique that allows learners to be actively involved in the target language and utilize L2 in real-world situations with “intake” they obtained from in-class setting. English language students’ perceptions concerning the effectiveness of these multimodal resources in their learning experience as non-examination assessment tools have not, however, been the objective of many studies within online EFL contexts. Hence, this study was directed at seeking the relationship between EFL learners’ perceptions of the efficacy of group project assignments on their L2 competence, language learning process, and implementations in online classes. To that end, 75 sophomore Turkish students in tertiary-level education enrolled in a compulsory online module of English partook in the research by filling out a 17-item questionnaire. The results portray the positive relations between their perceptions towards the influences of those projects on language proficiency and target language learning phases, whereas a significant relationship was not detected be- tween their implementations in online settings and contributions to the L2 learning process. Nevertheless, the optimistic approach of EFL students to exploit these projects as effective tools for English proficiency mediated the link between these two foregoing sub-dimensions. Accordingly, some suggestions were provided for future research directions.

Keywords:

EFL, Student-generated video-project assignment, Video-based assignment, Video-making Video-project assignment (VPA),

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