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Email this article Leveraging video projects to promote active learning in a HyFlex speaking classroom
Nur Aeni, Universitas Negeri Makassar, Indonesia
Abstract
This study explores the integration of student-created video projects within a HyFlex learning environment to enhance active learning and English speaking skills among students in Universitas Negeri Makassar. Utilizing a qualitative descriptive method, the research involved second-semester English Education Study Program students who enlisted in Interactive Speaking Course and participated in video-project assignments. Data were collected through interviews, classroom observations, and analysis of student-created videos. The findings provide insights into the impact of video projects on English speaking proficiency, particularly in terms of engagement and skill development. The result also identifies issues encountered related to technical features and resource availability. The study concludes by addressing the potential of video projects to support active learning and improve speaking proficiency in a HyFlex learning design.
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Rajulain, M., & Bima, K. (2020). Students` self-created YouTube videos: A 21st century speaking assessment. Diksi, 28(1). https://doi.org/10.21831/DIKSI.V28I1.28290
Scheffel, M., & Wirth, J. (2022). Educational technologies. Unterrichtswissenschaft, 50(4), 517–523. https://doi.org/10.1007/S42010-022-00160-Z
Smit, B., & Onwuegbuzie, A. J. (2018). Observations in qualitative inquiry: when what you see is not what you see. International Journal of Qualitative Methods, 17(1). https://doi.org/10.1177/1609406918816766
Song, L., Bailey, E., Siff, B., Boyd, T., Boettinger, J., Santi, L., Neimeyer, L. K., & Oladipo, T. (2024). Instructor’s and students’ perspectives on HyFlex learning: a collaborative self-study. The Canadian Journal of Action Research, 24(2), 44–62. https://id.erudit.org/iderudit/1111688ar
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Tiernan, P., & Farren, M. (2017). Digital literacy and online video: Undergraduate students’ use of online video for coursework. Education and Information Technologies, 22(6), 3167–3185. https://doi.org/10.1007/S10639-017-9575-4/METRICS
Trail, L., Fields, S., & Caukin, N. (2020). Finding flexibility with HyFlex: Teaching in the digital age. International Journal of the Whole Child, 5(2), 22–26. https://libjournals.mtsu.edu/index.php/ijwc/article/view/1918
Wass, R., Rogers, T., Brown, K., Smith-Han, K., Tagg, J., Berg, D., & Gallagher, S. (2023). Pedagogical training for developing students’ metacognition: implications for educators. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2023.2246442
Willig, C., & Rogers, W. S. (2017). The SAGE Handbook of qualitative research in psychology. In The SAGE Handbook of Qualitative Research in Psychology. SAGE Publications Ltd. https://doi.org/10.4135/9781526405555
Wu, W. L., Hsu, Y., Yang, Q. F., Chen, J. J., & Jong, M. S. Y. (2023). Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class. Interactive Learning Environments, 31(4), 2244–2267. https://doi.org/10.1080/10494820.2021.1878231
Yusuf, R., & Budiawan, S. (2020). Improving the students’ self-confidence and speaking ability in the bipa class of universitas pgri semarang through video-making projects. Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia, 2(2), 44–53. https://doi.org/10.26499/BAHASA.V2I2.45
Zheng, C., Wang, L., & Chai, C. S. (2023). Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance. Computer Assisted Language Learning, 36(4), 806–839. https://doi.org/10.1080/09588221.2021.1946562
DOI: https://doi.org/10.21831/diksi.v32i2.76958
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