Exploring Bangladeshi tertiary students’ use of vlogs for learning English

Abstract

This study explores the impact of vlogging on English learning among tertiary-level students in Bangladesh and examines how students utilise vlogging to enhance their language skills. A qualitative phenonomenological approach was adopted, selecting six students from private universities in Bangladesh. The students participated in semi structured interviews and data were collected through zoom. The findings reveal that vlogging positively influences English language learning by enhancing speaking fluency, vocabulary usage, and overall confidence. The students reported that creating vlogs encouraged them to practice English regularly, reflect on their language errors, and receive constructive feedback from peers. Some students noted initial difficulties in organising content and expressing ideas clearly in English but gradually improved through repeated practice. The participants emphasised that vlogging also increased their motivation to learn English and made language practice more enjoyable. This research highlights the potential of vlogging as an effective tool for language development and offers insights into strategies students can adopt to strengthen their English proficiency, fostering more engaging and interactive learning experiences in higher education not only in an ESOL context as Bangladesh but also around the world.