Korean EFL Graduate Students’ Perceptions of Using Video Recording in an EAP Public Speaking Course

Abstract

This study explores the perceptions of Korean EFL students regarding the use of video recording in a blended English public speaking course. With the growing integration of technology in language learning, video-based assignments have become a widely used tool for developing speaking proficiency. The study examines both the benefits and challenges associated with video recording as perceived by students, focusing on fluency, confidence, pronunciation, articulation, self-consciousness, and self-assessment. Using a qualitative case study approach, data were collected through interviews, reflective journals, and video analysis. The findings indicate that video recording enhanced students’ fluency, pronunciation, and self-confidence by providing opportunities for repeated practice and self-reflection. However, students also reported challenges such as heightened self-consciousness, difficulty in self-assessment, and technical barriers. The study highlights the importance of structured self-evaluation guidelines and supportive peer feedback in mitigating these challenges. Pedagogical implications suggest that incorporating video recording into EAP curricula can significantly contribute to learners' speaking skills, provided that instructors offer adequate training, scaffolding, and emotional support. Future research should explore the long-term impact of video-based learning on oral proficiency and self-regulation strategies in EFL contexts.