THE IMPACTS OF VIDEO PROJECT ASSIGNMENTS ON UNIVERSITY STUDENTS’ SPEAKING SKILLS

Abstract

In recent years, there has been a growing trend of incorporating technology into
education, particularly through video project assignments. These assignments offer students the opportunity to utilize multimedia elements, such as visuals, audio, and non-verbal cues, to enhance their language proficiency. However, there has been limited research on the impacts of video project assignments in improving university students’ speaking skills. Therefore, this quantitative experimental study aims to investigate the impact of video project assignments on the speaking performances of 50 English-majored second-year students. The researcher conducted a pre-test and a post-test to assess the students’ speaking competence, using the rubric for evaluating speaking performances based on Cambridge English: PET Assessment Commentary and Marking Guidance. The collected data were analyzed using IBM SPSS Statistics version 27. The results indicate a significant improvement in students’ oral performances. These findings aim to provide teachers with a reliable reference for integrating video project assignments as homework or classroom activities to enhance students’ speaking abilities