Vlogs in L2 listening: EFL learners’ and teachers’ perceptions

Abstract

The purpose of this study is to examine the perceptions of EFL learners and teachers toward vlogs as a source of aural input for L2 listening practice inside and outside of classroom. A total of 389 EFL university students drawn from 29 listening/speaking classes and their teachers participated in this study. After four weeks of exploiting vlogs in the classroom, perceptions from students and teachers were collected through questionnaires, focus group-based discussion, and interviews. The findings of this study indicate that students found vlogs engaging, interesting, up-to-date while simultaneously being a source that will ensure learning. Teachers also had positive perceptions toward the use of vlogs in their classes to improve students’ listening skill and vocabulary learning, as well as other aspects of the L2.

Keywords:

• L2 listening
• CALL
• YouTube
• vlog
• extensive viewing

Disclosure statement

No potential conflict of interest was reported by the author.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Dukhayel Aldukhayel

Dukhayel Aldukhayel is an assistant professor in the English and Translation Department at Qassim University in Saudi Arabia. He earned an MA degree in TESL/TEFL from Colorado State University and a PhD in Applied Linguistics from The University of Memphis. His research interests include L2 vocabulary, L2 listening, and CALL.