El-Maghraby, A. (2024). The Effectiveness of Vlog Multimodal-Based Instruction in Developing Egyptian Students’ EFL Speaking and Academic Writing Skills. CDELT Occasional Papers in the Development of English Education, 87(1), 447-476. doi: 10.21608/opde.2024.384379
AL-Shaimaa Abdullah El-Maghraby. "The Effectiveness of Vlog Multimodal-Based Instruction in Developing Egyptian Students’ EFL Speaking and Academic Writing Skills". CDELT Occasional Papers in the Development of English Education, 87, 1, 2024, 447-476. doi: 10.21608/opde.2024.384379
El-Maghraby, A. (2024). 'The Effectiveness of Vlog Multimodal-Based Instruction in Developing Egyptian Students’ EFL Speaking and Academic Writing Skills', CDELT Occasional Papers in the Development of English Education, 87(1), pp. 447-476. doi: 10.21608/opde.2024.384379
El-Maghraby, A. The Effectiveness of Vlog Multimodal-Based Instruction in Developing Egyptian Students’ EFL Speaking and Academic Writing Skills. CDELT Occasional Papers in the Development of English Education, 2024; 87(1): 447-476. doi: 10.21608/opde.2024.384379
The Effectiveness of Vlog Multimodal-Based Instruction in Developing Egyptian Students’ EFL Speaking and Academic Writing Skills
Curriculum and EFL Instruction Faculty of Foreign Languages and Translation English Department Misr University for Science and Technology (MUST)
Abstract
The present study discussed the effectiveness of using Vlog multimodal-based instruction in enhancing the speaking and academic writing skills of Egyptian EFL higher education students. The 60 participants are sophomore English-majoring enrolled in the faculty of foreign languages in Misr University for Science and Technology (MUST). Being a quasi-experimental study, two groups of participants were created: control and experimental. Each of the two examined groups equally comprises 30 students. The study relied on the pre-and-posttest research design as two versions of the English-speaking test and English academic writing test were administered as pre-and-posttests. Two sets of questionnaires and evaluation checklists were administered to the two groups about the benefits of using the Vlog multimodal instruction and the regular method in teaching speaking and academic writing skills. Inferential statistics in the form of paired and independent samples and t-tests were employed to compare the participants' pre and posttest achievements. The results of questionnaires and checklists were qualitatively reported. Findings indicated the experimental group’s supremacy in the tested speaking and academic writing skills. The Vlog multimodal instruction was more effective compared to the regular method in teaching the examined skills. Both recommendations and pedagogical implications were introduced as well.
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