Vlog based Peer Assessment and Culturally Contextualized Task in EFL Speaking Instruction

Abstract

This descriptive qualitative study examined university students’ perceptions of integrating vlog-based peer assessment and culturally contextualized tasks, particularly Eid celebration videos, into EFL speaking instruction. The participants were 50 undergraduate students. Data were collected using a 14-item perception questionnaire covering five dimensions: speaking improvement, digital engagement, peer-assessment experience, lecturer feedback and confidence, and usability. Before administration, the questionnaire was reviewed and validated to ensure that its items were relevant to the dimensions being measured and appropriate for the study context. Data analysis focused on response frequencies and percentages to identify dominant pedagogical tendencies rather than using inferential statistics. The findings revealed a highly positive reception, with 96.3% of the total responses falling into the “Agree” and “Strongly Agree” categories. Strong positive responses were observed across speaking improvement, lecturer feedback, technology usability, and vlog engagement. Although peer assessment was generally well received, the item concerning fairness and objectivity generated the highest proportion of negative responses. The findings suggest that combining vlogging, peer review, and culturally familiar topics can create a reflective and collaborative environment for EFL speaking instruction. However, peer assessment requires explicit rubric training and structured scaffolding to strengthen students’ confidence in and acceptance of peer evaluation.