Maximizing the Benefits of Video-Creation PBLL in the EFL Classroom: A Preliminary Analysis of Factors Associated With Improvement in Oral Proficiency

Though project-based learning and video creation tasks can be effective in advancing EFL learners’ speaking abilities, few studies have empirically examined what aspects of these tasks help learners. This study aims to determine what factors are associated with greater increases in oral proficiency when L1 Japanese EFL students participate in video-creation project-based language learning. It specifically looks at measures of engagement (participation, number in group, and teamwork), scaffolding (as indicated by quiz scores) and whether or not students took a speaking role in their project. It found that measures of teamwork related to fostering a team climate seemed to be associated with increases in fluency, that quiz scores were highly correlated with increases in complexity, and that taking a speaking role seemed to be associated with improvement in pronunciation accuracy. No association was found between improvement in any measure of oral proficiency and group size or instructor-given participation scores. Based on these results, this study recommends including heavy scaffolding and quizzes, encouraging students to speak actively, and monitoring group work through a teamwork measurement rather than simply relying on participation scores subjectively given by the instructor for the greatest benefits to students when conducting video-creation project-based learning.