Abstract

The effects of video recordings on the speaking skills of young learners at the KAEC language center, as well as their perceptions regarding the benefits of this technique, were investigated. The research employed a quasi-experimental design involving forty-five young students, aged between ten and fifteen. Twenty-three were in the experimental group, and the others were in the control group. Data were collected using pre-tests, post-tests, and a questionnaire administered to the experimental group. Both the tests and survey data were analyzed using a quantitative approach. The results of the tests demonstrated that video-recording activities played a significant role in fostering the communicative competence of the young learners in the experimental group. After applying video recording activities for eight weeks, the experimental group showed considerable positive effects across four components of speaking skills, particularly in vocabulary use and pronunciation. Furthermore, the survey indicated that learners felt highly favorable about the benefits of video recordings in learning speaking skills. These findings encourage educators to proactively utilize video recordings to teach speaking effectively.

Keywords: Project-based learning, quasi-experimental research, speaking components, speaking skills, Vietnam EFL context, Video recording, young EFL learners.