Producing Travel Vlogs as a Collaborative Task in English Classes With a Soft CLIL Approach


Producing travel vlogs is a way to record events and memories of a trip and share them with others. Takahashi (2022a) analyzed YouTube-style videos of six genres made individually by EFL university students and pointed out the necessity of adjusting the task for more collaborative learning and language learning. In response to this, the current study assigned a collaborative travel vlog producing task to new groups of EFL university students and addressed the following research questions. 1) How and to what extent does this task contribute to language learning and content learning in English communication classes with a soft CLIL approach? 2) Which task functions better as a CLIL task, a travel vlog producing task or a YouTube-style video making task? Twenty-nine students from two universities in Japan participated and produced 13 travel vlogs either in pairs or in groups collaboratively. Following the framework of Takahashi (2022a) to enable comparison, the content of the travel vlogs and the responses on the worksheets were analyzed qualitatively and the English voice-over was analyzed linguistically. The results showed that the travel vlog producing task enabled the participants to produce target linguistic expressions in an authentic context and that collaboration with their peers promoted active engagement in the task. Specifying the genre to travel vlogs helped to make the learning goals clearer both in terms of language and content, and therefore, the task proved to be more suitable as a CLIL task.

Author Information
Mariko Takahashi, Setsunan University, Japan

Paper Information
Conference: ACE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Takahashi M. (2023) Producing Travel Vlogs as a Collaborative Task in English Classes With a Soft CLIL Approach ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings
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Posted by James Alexander Gordon