A YouTube-Based Project-Based Learning Model for Enhancing EFL Speaking Skills and Character Development/Model projektnog učenja temeljen na YouTubeu za unapređenje govornih vještina engleskog kao stranog jezika (EFL) i razvoja karaktera
DOI:
https://doi.org/10.15516/cje.v28i3.42891Keywords:
character development; EFL speaking skills; project-based learning; role- play; YouTube-based learningAbstract
Abstract
This study aimed to design, develop, and evaluate a YouTube-based Project-Based Learning (PjBL) role-play model to support EFL students’ speaking skills and character development in higher education. Using a design and development research approach, the instructional media were developed through the ADDIE model and implemented within a quasi-experimental pre-test and post-test design involving an experimental and a control group. Participants were undergraduate students in an English Language Education program. Data were collected through speaking performance tests, character development questionnaires, expert validation, and student reflections. The results revealed that the experimental group significantly outperformed the control group in post-test speaking performance, with significant differences and large effect sizes, particularly in fluency, pronunciation, and vocabulary. Significant improvements were also observed in character-related aspects, including self-confidence, collaboration, and creativity. These findings indicate that integrating role-play, digital video production, and structured reflection within a systematic instructional design framework can effectively support both language development and character building in EFL contexts.
Keywords: character development; EFL speaking skills; project-based learning; role-play; YouTube-based learning
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Sažetak
Cilj ovoga istraživanja bio je osmisliti, razviti i evaluirati model igranja uloga u okviru projektnoga učenja (Project-Based Learning – PjBL) temeljen na platformi YouTube kako bi se podržao razvoj govornih vještina i karaktera studenata engleskoga jezika kao stranoga jezika (EFL) u visokom obrazovanju. Primijenjen je pristup istraživanja razvoja i dizajna, pri čemu su nastavni materijali razvijeni primjenom modela ADDIE te implementirani putem kvazieksperimentalnoga nacrat s predtestom i posttestom koji je uključivao eksperimentalnu i kontrolnu skupinu. Sudionici istraživanja bili su studenti preddiplomskoga studija obrazovanja nastavnika engleskoga jezika. Podatci su prikupljeni testovima govorne izvedbe, upitnicima za procjenu razvoja karaktera, stručnom validacijom te studentskim refleksijama. Rezultati su pokazali da je eksperimentalna skupina postigla značajno bolje rezultate od kontrolne skupine u govornoj izvedbi nakon intervencije, uz statistički značajne razlike i velike veličine učinka, osobito u tečnosti govora, izgovoru i vokabularu. Značajna poboljšanja zabilježena su i u aspektima razvoja karaktera, uključujući samopouzdanje, suradnju i kreativnost. Nalazi upućuju na to da integracija igranja uloga, digitalne videoprodukcije i strukturirane refleksije unutar sustavno osmišljenoga nastavnog okvira može učinkovito poduprijeti razvoj jezika i izgradnju karaktera u EFL okružjima.
Ključne riječi: govorne vještine engleskog kao stranog jezika; igranje uloga; projektno učenje; razvoj karaktera; učenje temeljeno na YouTubeu
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Copyright (c) 2026 Immanuel Prasetya Gintings, Khairunnisa Br. Batubara, Christine Helena Natalia, Yuni Khairina, Barli Kifli (Author)
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