From Screen to Skill: Exploring the Role of Video Creation Tasks on EFL Students Speaking Skill

Junita Siahaan; Fheby Indriyanti Nurpratiwi; Reni Apriani

doi:10.63922/ijevss.v5i03.4069

Junita Siahaan Universitas Katolik Santo Thomas, Indonesia
Fheby Indriyanti Nurpratiwi Universitas La Tansa Mashiro, Indonesia
Reni Apriani Universitas La Tansa Mashiro, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4069

Keywords: speaking skill, video creation tasks, EFL learners, learner autonomy, qualitative research, educational technology

Abstract

This study aims to explore the role of video creation tasks on the speaking skill development among second-semester students of English Education Study Program. It focuses to examine how video creation tasks influence speaking development, learner autonomy, engagement, and students’ learning experiences in classroom contexts. This study employed a qualitative case study design involving 37 second-semester English Education students of Catholic University of Saint Thomas Medan. Data were collected through classroom observations, semi-structured interviews, and documentation of students’ video projects, then were analyzed using Braun & Clarke's (2006) thematic analysis procedures. The findings indicate that video creation tasks influenced students’ fluency, pronunciation, accuracy, and speaking confidence. The tasks also promoted learner autonomy, reflective learning, and active engagement. However, students experienced several challenges related to video editing, recording quality, vocabulary selection, and pronunciation during task implementation. This study concludes that video creation tasks are beneficial for developing students’ speaking skill and fostering autonomous learning in EFL classrooms. The study provides practical insights for lecturers and educators in designing technology-integrated speaking activities that support learner autonomy, reflective learning, and speaking skill development in higher education and digital learning environments. Unlike previous studies focusing mainly on quantitative outcomes, this study explores students’ experiences, perceptions, and challenges, offering deeper insights into how video production activities support speaking development in authentic EFL classroom contexts.

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