CREATING TO COMMUNICATE: HOW PROJECT-BASED LEARNING THROUGH VLOG CREATION ENHANCES GRAMMAR LEARNING IN EFL UNIVERSITY CLASSROOMS

Abstract

While grammar remains a central component of language learning, persistent challenges remain in enabling learners to apply grammatical knowledge in authentic communicative contexts. Traditional grammar instruction, which relies heavily on textbooks and drill-based exercises, often results in inert knowledge that is difficult to apply spontaneously in real-world communicative context. This study investigates how Project-Based Learning (PBL) through vlog creation enhances the development and application of grammatical knowledge among EFL university students. A mixed-methods design was employed with eleven groups of English-major students (n = 79). These students enrolled in an English grammar course and completed a group-based vlog project as part of the course assessment. Quantitative data were collected through grammar pretests, posttests, and questionnaires. The data were analyzed using descriptive statistics and paired-samples t-test. Students’ vlog performances were evaluated with inter-rater reliability using a five-level rubric-based framework. In addition, qualitative data from reflective reports were analyzed thematically to capture learners’ experiences in the vlog project. The findings were as follows:

(1) Students demonstrated a statistically significant improvement in grammatical knowledge from pretest to posttest, with posttest mean scores significantly higher than pretest mean scores, t(78) = −11.92, p < .001.

(2) Students’ ability to use grammar in communication was evident in the strongest development in the meaning and use dimensions of their vlogs, as further supported by qualitative data from reflective reports.

The results suggest that vlog-based PBL provides an effective pedagogical approach for integrating grammar instruction with communicative language use in English language teaching. The study also offers practical implications for ELT educators to develop more effective teaching practices that promote greater learner engagement.