Speaker
Description
Abstract: This study investigates how project-based video tasks shape motivation, engagement, and perceived speaking development among first-year English Translation majors at the Academy of Journalism and Communication (AJC). It also examines the main factors that facilitate or hinder students’ participation in video-based speaking activities. The study involved 27 first-year students and adopted a descriptive mixed-methods design. Quantitative data were collected through 15 five-point Likert-scale items, while qualitative data came from three open-ended questions focusing on motivation, willingness to speak, and project-related challenges. Rather than measuring objective gains in speaking proficiency, the study focuses on students’ reported experiences and perceptions.
The findings show that students reported a high level of motivation and engagement overall (M = 4.17), with collaborative engagement and group responsibility emerging as particularly strong dimensions. They also perceived positive development in their English speaking ability (M = 3.94), especially in fluency, confidence, and the organization and expression of ideas. Qualitative responses further highlighted peer support, shared responsibility, purposeful communication, creativity, and a sense of ownership over the final product as important sources of engagement. At the same time, time pressure and speaking anxiety were the most frequently reported difficulties, followed by group coordination and language-related demands.
These findings suggest that project-based video tasks can provide a meaningful and motivating context for speaking practice, particularly when teachers provide sufficient preparation time, clear project stages, structured group roles, and supportive opportunities for rehearsal and feedback.
Keywords: project-based video tasks; motivation; engagement; speaking development; English Translation majors