The Impact of Using Vlogs on Autonomous Learning and English-Speaking Proficiency: A Student Perspective from the Faculty of Education

Authors

  • Rasha Benlamin English Department, Faculty of Education Tripoli, University of Tripoli, Libya
  • Fatma Dreid English Department, Faculty of Education Tripoli, University of Tripoli, Libya

Keywords:

English as a Foreign Language (EFL), speaking proficiency, students’ perspectives, vlogs, autonomous learning, self-correction, self-confidence, speaking skills

Abstract

This study investigates Students’ perspectives regarding the impact of video blogs (vlogs) on autonomous learning and English-speaking proficiency. The study was conducted at the Faculty of Education in Tripoli, where data was collected from 42 female EFL students through a questionnaire. The findings revealed that vlogs enhance learners’ confidence in speaking and provide a low-pressure environment for practice. They also encourage vocabulary exploration and greater attention to grammatical accuracy. Despite challenges such as fear of criticism and certain technical difficulties, the majority of students perceived vlogs as a valuable tool for independent learning and for improving their speaking skills. These results highlighted the promising potential of vlogs in language education and strongly recommended their integration into curricula to promote oral practice.

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Published

2026-04-04

How to Cite

Rasha Benlamin, & Fatma Dreid. (2026). The Impact of Using Vlogs on Autonomous Learning and English-Speaking Proficiency: A Student Perspective from the Faculty of Education. North African Journal of Scientific Publishing (NAJSP), 4(2), 16–26. Retrieved from https://najsp.com/index.php/home/article/view/820

Issue

Volume 4, Issue 2, 2026

Section

Humanities and Social Sciences

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.