Vlogging as a Pedagogical Tool for Enhancing Speaking Skills: A Comprehensive Review of Literature in ESL and Interpretation Contexts | ||
| Alsunyat: Journal of Literary, Linguistics, and Translation Studies | ||
| Volume 2, Issue 3, September 2025, Pages 227-238 PDF (1.66 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/ajllts.2025.432199.1032 | ||
| Author | ||
| Mawada Mamdouh Saad* | ||
| Faculty of al alsun, English department, SCU | ||
| Abstract | ||
| This comprehensive paper explores the efficacy of vlogging as a pedagogical tool for enhancing English as a Second Language (ESL) speaking skills, with a focus on fluency, vocabulary, pronunciation, motivation, and learner autonomy. Drawing on a wide range of studies, it examines vlogging’s role in providing authentic speaking practice, reducing foreign language speaking anxiety (FLSA), and fostering self-regulated learning. The review critically analyzes the methodological strengths and limitations of existing research, identifying significant gaps, including the lack of studies on simultaneous interpretation learners, Arabic-speaking contexts, longitudinal effects, and comprehensive skill assessments (e.g., grammatical accuracy). These gaps highlight the need for targeted research to optimize vlogging’s application in specialized language programs, particularly for Arabic-to-English simultaneous interpretation learners. The findings underscore vlogging’s transformative potential in ESL education and propose a research agenda to address underexplored areas, emphasizing culturally relevant interventions and robust methodological designs. Keywords: Vlogging, Speaking Skills, ESL, Simultaneous Interpretation, Arabic-Speaking Contexts, CEFR, Learner Autonomy. | ||
| Keywords | ||
| Arabic-Speaking Contexts; CEFR; Learner Autonomy | ||
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