STEAM-Oriented Vlogging as a Tool for Preparing Pre-Service Foreign Language Teachers
DOI:
https://doi.org/10.31110/STEM-CaUk-3.3Keywords:
STEAM-oriented learning vlog, pre-service foreign language teachers, professionally oriented communicative competence, project-based learning, digital literacyAbstract
This study evaluates STEAM-oriented learning vlogs (SOLVs) as a pedagogical tool for advanced university foreign language (FL) teaching, with a focus on developing professionally oriented communicative competence (POCC) in pre-service English teachers. Drawing on human-centred, competence-based, project-based, and inquiry-driven principles, we reviewed Scopus/Web of Science scholarship alongside classroom practice, then conducted a semester-length, two-arm, parallel-group cluster-randomized pilot (N = 60; four intact classes; 5–6 weeks). Classes were assigned to SOLV or a standard research/presentation project (business-as-usual). Outcomes (pre/post) included a POCC proxy rubric (0–20), scored on a teaching-like task; a 5-minute speaking performance measure; a CEFR-aligned mediation task; and a 10-item digital-literacy self-efficacy scale. STEAM content/design quality was tracked in the experimental arm. Results indicate that SOLV strengthens linguistic competence (clearer pronunciation, more precise lexico-grammar) and speech competence in both oral production (greater fluency and discourse control) and mediation (clearer paraphrase, explicitation, and terminology management). Quantitatively, the SOLV group outperformed controls on all indicators: POCC (M_post = 17.3 vs. 14.6), speaking (ΔM = +2.1 vs. +0.8), mediation (13.2 → 15.8 vs. minimal change), and digital-literacy self-efficacy (4.2/5 vs. 3.5/5). Higher STEAM design quality co-occurred with larger mediation gains. Complementary qualitative evidence suggests that hands-on work with mobile apps and online platforms heightens motivation, scientific curiosity, creativity, analytical thinking, collaborative problem-solving, and reflective learning. Taken together, findings position SOLV as a viable, high-impact approach that integrates language development with digital production and inquiry.
References
Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331. https://doi.org/10.3390/educsci11070331
Ajabshir, Z. F., & Sadeghi, K. (2019). The impact of asynchronous computer-mediated instruction (CAI) on EFL learners’ vocabulary uptake across different proficiency levels. Teaching English with Technology, 19(3), 68–89. https://www.tewtjournal.org
Aksela, M., & Haatainen, O. (2025). Co-designing science clubs for non-formal STE(A)M learning environments through design-based research. LUMAT-B: International Journal on Math, Science and Technology Education, 10(2), 9. https://doi.org/10.31129/LUMATB.4315
Andrusiak, I. V. (2016). Blog terms as the component of English language blogosphere . Contemporary Studies of Foreign Language Philology, 14, 15–23.
Arvanitopulo, E. G. (2007). Foreign language learning projects for high school students . Foreign Languages, 1, 14–18.
Asoiants, P. H., & Ivanova, O. O. (2014). Methodological advantages of information and communication technology use in the development of English professionally oriented lexical competence. Theoretical Issues of Culture, Education and Upbringing, 49, 90–97.
Bautista, A. (2021). STEAM education: Contributing evidence of validity and effectiveness. Journal for the Study of Education and Development, 44(4), 755–768.
Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2022). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(11), 2919–2955. https://doi.org/10.1080/0020739X.2021.1922943
Ben-David Kolikant, Y., Martinovic, D., & Milner-Bolotin, M. (2020). Introduction: STEM teachers and teaching in the era of change. In Y. Ben-David Kolikant, D. Martinovic, & M. Milner-Bolotin (Eds.), STEM teachers and teaching in the digital era: Professional expectations and advancement in 21st-century schools (pp. 1–16). Springer. https://doi.org/10.1007/978-3-030-29396-3_1
Bertrand, M. G., & Namukasa, I. K. (2020). Integrating computational thinking and mathematics: A case study on four K-8 STEAM programs in Ontario, Canada. In A. Khine (Ed.), Computational thinking in the STEM disciplines: Foundations and research highlights (pp. 327–347). IGI Global. https://doi.org/10.4018/978-1-7998-1029-2.ch015
Bertrand, M. G., Namukasa, I. K., & Li, L. (2023). STEAM camp: Teaching middle school students mathematics, science, and coding through digital designs. Journal of Research in Science, Mathematics and Technology Education, 6(SI), 47–67. https://doi.org/10.31756/jrsmte.213SI
Borysko, N. F. (2018). Problems of cross-cultural training of pre-service foreign language teachers . Inozemni movy, 1, 9–20.
Burak, M. (2019). Approaches to the interconnected development of competence in professionally oriented speaking and information-communication competence of future English language teachers . World Science, 1(41, Part 2), 29–32.
Cahyana, A. A. C. (2020). The use of YouTube video in teaching English for foreign language at vocational high school. Jurnal Pendidikan Bahasa Inggris Indonesia, 8(2), 1–11. https://doi.org/10.23887/jpbi.v8i2.3399
Chapelle, C. (2019). Technology-mediated language learning. In J. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 575–596). Cambridge University Press. https://doi.org/10.1017/9781108333603.025
Costley, J., & Lange, C. (2017). The mediating effects of germane cognitive load on the relationship between instructional design and students’ future behavioral intention. The Electronic Journal of e-Learning, 15(2), 174–187.
Demetriou, G., Papageorgiou, G., & Efstathiades, A. (2022). Effects of learning style and learning source preferences on organisational learning capability. Development and Learning in Organizations, 36(2), 14–17. https://doi.org/10.1108/DLO-03-2021-0051
Dolezal, D., Motschnig, R., & Ambros, R. (2025). Pre-service teachers’ digital competence: A call for action. Education Sciences, 15, 160. https://doi.org/10.3390/educsci15020160
Duka, M. (2019). Dydaktychni perevahy vykorystannia video-blohiv (vlohiv) pid chas formuvannia v maibutnikh uchyteliv kompetentnosti v anhlomovnomu hovorinni [Didactic advantages of using video blogs (vlogs) in forming future teachers’ competence in English speaking]. Pedagogical Sciences: Theory, History, Innovative Technologies, 2(86), 14–23.
Gadanidis, G., Hughes, J., Minniti, L., & White, B. (2017). Computational thinking, grade 1 students and the binomial theorem. Digital Experience in Mathematics Education, 3(2), 77–96.
Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7, 24. https://doi.org/10.1186/s40594-020-00225-4
Haatainen, O., & Aksela, M. (2021). Project-based learning in integrated science education: Active teachers’ perceptions and practices. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 149–173. https://doi.org/10.31129/LUMAT.9.1.1392
Haatainen, O., Pernaa, J., Pesonen, R., Halonen, J., & Aksela, M. (2024). Supporting the teacher identity of pre-service science teachers through working at a non-formal STEM learning laboratory. Education Sciences, 14(6), 649. https://doi.org/10.3390/educsci14060649
Harefa, H. S. (2020). Using video in teaching speaking. Intelektium, 1(2), 115–120. https://doi.org/10.37010/int.v1i2.170
Hogue, M. M. (2016). Aboriginal ways of knowing and learning, 21st-century learners, and STEM success. in education, 22(1). https://doi.org/10.37119/ojs2016.v22i1.263
Huang, H. W. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), 18–40. https://doi.org/10.14742/ajet.6623
Hughes, J., Morrison, L., & Robb, J. (2021). Making STEAM-based professional learning: A four-year design-based research study. Canadian Journal of Learning and Technology, 47(3). https://doi.org/10.21432/cjlt27915
Kristiani, P. E., & Pradnyadewi, D. A. M. (2021). Effectiveness of YouTube as learning media in improving learners’ speaking skills. The Art of Teaching English as a Foreign Language, 1(2), 8–12. https://doi.org/10.36663/tatefl.v1i2.97
Lestari, N. (2019). Improving the speaking skill by vlog (video blog) as learning media: The EFL students’ perspective. International Journal of Academic Research in Business and Social Sciences, 9(1), 916–925.
Marchenko, O. (2020). Implementation of the STEAM approach to the formation of students’ creative competence in mathematics . Nova Pedahohichna Dumka, 3(103), 19–26.
Martin, D., & Hogue, M. M. (2019). Indigenous ways of knowing and learning: Two-Eyed Seeing. Discussions on University Science Teaching: Proceedings of the Western Conference on Science Education, 2(1), Article 20. https://ir.lib.uwo.ca/wcsedust/vol2/iss1/20/
Martinovic, D., & Milner-Bolotin, M. (2020). Discussion: Teacher professional development in the era of change. In Y. Ben-David Kolikant, D. Martinovic, & M. Milner-Bolotin (Eds.), STEM teachers and teaching in the era of change: Professional expectations and advancement in 21st-century schools (pp. 185–197). Springer.
Martinovic, D., & Milner-Bolotin, M. (2021). Examination of modelling in K-12 STEM teacher education: Connecting theory with practice. STEM Education, 1(4), 312–330. https://doi.org/10.3934/steme.2021018
Maulidah, I. (2018). Vlog: The means to improve students’ speaking ability. In Proceedings of the 1st International Conference on English Language Teaching (ICONELT 2017) (pp. 12–15). https://doi.org/10.2991/iconelt-17.2018.3
Melnyk, A. (2023). Professionally focused communicative competence of prospective foreign language university teachers as a modern trend in higher education . Foreign Languages, 4, 10–20. https://doi.org/10.32589/1817-8510.2023.4.295039
Melnyk, A. (2024). Professionally focused vlog in pre-service foreign language teacher education. Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations, 44, 122–137. https://doi.org/10.26565/2073-4379-2024-44-08
Melnyk, A. I. (2025). Mediation competence of the future teacher of a foreign language and culture . Visnyk of KNLU. Pedagogy and Psychology, 42, 45–58. https://doi.org/10.32589/2412-9283.42.2025
Misdi, M., Siregar, U. D., Zein, T. T., Anggraini, D., & Ananda, Z. F. (2021). Vlogs in university EFL speaking: Student-teachers’ perceptions. KnE Social Sciences, 5(4), 416–424. https://doi.org/10.18502/kss.v5i4.8700
Naboka, O. G., & Demchenko, M. O. (2019). Educational blog as a means of preschool teachers’ professional education of future . Information Technologies and Teaching Aids, 69(1), 64–77. https://doi.org/10.33407/itlt.v69i1.2425
Ortiz-Revilla, J., Adúriz-Bravo, A., & Greca, I. M. (2020). A framework for epistemological discussion around an integrated STEM education. Science & Education, 29(4), 857–880. https://doi.org/10.1007/s11191-020-00131-9
Ortiz-Revilla, J., Greca, I. M., & Arriassecq, I. (2022). A theoretical framework for integrated STEM education. Science & Education, 31(2), 383–404. https://doi.org/10.1007/s11191-021-00242-x
Ortiz-Revilla, J., Ruiz-Martín, Á., & Greca, I. M. (2023). Conceptions and attitudes of pre-school and primary school teachers towards STEAM education in Spain. Education Sciences, 13(4), 377. https://doi.org/10.3390/educsci13040377
Pratama, S. H. H., Arifin, R. A., & Widianingsih, A. W. S. (2020). The use of YouTube as a learning tool in teaching listening skill. International Journal of Global Operations Research, 1(3), 123–129. https://doi.org/10.47194/ijgor.v1i3.56
Prayudi, R. A., Hakiki, A. K., Putra, N. R. D., Anzka, T. O., & Ihsan, M. T. (2021). The use of technology in English teaching and learning processes. JRIP: Jurnal Riset dan Inovasi Pembelajaran, 1(2), 102–111.
Rakhmanina, L., & Kusumaningrum, D. (2017). The effectiveness of video blogging in teaching speaking viewed from students’ learning motivation. In Proceedings of the 5th International Seminar on English Language Teaching (ISELT) (pp. 1–6). http://ejournal.unp.ac.id/index.php/selt/article/view/7980
Safitri, N. S., & Khoiriyah, I. (2017). Students’ perceptions on the use of English vlog (video blog) to enhance speaking skill. In Proceedings of the ASEAN/Asian Academic Society International Conference (AASIC) (pp. 240–247).
Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 1–16.
Ustymenko, O. M. (2017). Project-based technology for teaching foreign languages and cultures to students of language higher education institutions. Foreign Languages, 2, 44–58.
Vikovych, R. I. (2010). The criteria of English TV news selection for teaching listening comprehension to students in higher linguistic schools . Visnyk KNLU: Pedagogy and Psychology, 17, 21–31.
Volkova, O. A. (2015). Online audio and video materials for teaching professionally oriented listening in technical universities. Advanced Education, (3), 26–32. https://doi.org/10.20535/2410-8286.43886
Wu, C. (2006). Blogs in TEFL: A new promising vehicle. US-China Education Review, 3(5), 69–73.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Alla Melnyk (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
