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Published in
Academic Frontiers
Vlogging-Based Performance Task In Grade 9 English
Academic Frontiers, 2(6), 125-132, ISSN: 3082-4400, 2026.
Recommended Citation:
Domiños, K. J. P., & Ngilangil, K. M. (2026). Vlogging-Based Performance Task In Grade 9 English. Academic Frontiers, 2(6), 125–132. https://doi.org/10.5281/zenodo.20685315
Author(s)
Domiños, Kay Janica P., Ngilangil, Kristopher M.
Abstract
This study investigated the effectiveness of technology- enhanced performance tasks, specifically vlogging, in improving the oral communication skills of Grade 9 students in English classes at San Isidro National High School. Recognizing the persistent challenges students faced in expressing themselves fluently and confidently, the study explored vlogging as an innovative pedagogical tool that integrated technology with language learning and communicative practice. Using a quasi-experimental design, the study engaged Grade 9 learners in producing and presenting vlogs on selected topics, allowing them to actively practice pronunciation, organization of ideas, fluency, and audience engagement. Through this approach, students were provided with authentic and meaningful speaking opportunities that simulated real- world communication contexts. Data were collected through pre- and post-assessments, classroom observations, and student reflections, which provided both quantitative and qualitative evidence of learning progress. The results revealed a significant improvement in students’ oral communication performance, particularly in terms of fluency, clarity, and confidence in speaking. These gains indicated that repeated exposure to performance-based and technology-integrated tasks supported the development of learners’ communicative competence. Moreover, students reported increased motivation, engagement, and enjoyment in learning English through vlogging, as the activity allowed them to express themselves creatively and interact with familiar digital platforms. Overall, the findings suggested that technology-enhanced performance tasks such as vlogging served as effective instructional strategies for fostering communicative competence, learner engagement, and confidence in secondary English classrooms.
Keywords
Technology-enhanced performance tasks, vlogging, oral communication skills, communicative competence, learner engagement, Grade 9 students, English language learning
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