Evaluating the Role of Video-Based Listening Logs in Developing EFL Speaking Skills: Effectiveness and Student Perspectives

Abstract

This study evaluated the effectiveness of using video-based listening logs to improve the English-speaking skills of students enrolled in an online English teaching program at a university in Loja, Ecuador. The research involved 97 students, divided into an intervention group and a control group. The intervention group used video-based listening logs over a five-month period, while the control group received traditional instruction without them. A mixed-methods approach was used, combining a quasi-experimental design with an online questionnaire to assess students' perceptions of the logs and the listening logs themselves, where students reflected on course activities. The results showed that the intervention group made more substantial improvements in their speaking skills. Additionally, students viewed the use of video-based listening logs positively, noting that they helped identify strengths and weaknesses in speaking, and improved grammar, pronunciation, comprehension, and conversational skills. However, participants also faced challenges, such as difficulties in integrating new vocabulary into speech, confusion in pronunciation, and struggles with articulating ideas effectively. Overall, the findings demonstrate that video-based listening logs are a practical and effective pedagogical tool for fostering speaking development in EFL contexts, offering meaningful benefits for learner reflection, linguistic growth, and confidence building.