Main Article Content
Abstract
This study aimed to explore the synergistic integration of these competencies within the context of Business English education, particularly relevant during the COVID-19 pandemic's shift to online instruction. This study involved 23 vocational students aged 21-23 who were tasked with watching model public speaking videos and subsequently creating and recording their own presentations. Data was collected through questionnaires and in-depth interviews, revealing that this video-recording task significantly benefited students by enabling them to identify their individual misconceptions about public speaking, actively engage in self-directed learning strategies, and demonstrably improve their overall public speaking proficiency. These findings underscore the potential of incorporating such video-based assignments in online language learning environments to foster both independent learning and enhanced communication skills. Furthermore, our research discusses the pedagogical implications of these results for educators and suggests avenues for future research in the fields of language education and online learning, emphasizing the value of combining self-assessment through recording with autonomous learning principles to enhance communicative competence.
Keywords
Article Details
Copyright (c) 2025 Sri Hardiningsih, Aprilza Aswani, Elizabeth Anggraeni Amalo, Muhammad Yusuf

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
References
- Ahmad, N. A., & Lidadun, B. P. (2017). Enhancing oral presentation skills through video presentation. PEOPLE: International Journal of Social Sciences, 3(2), 385–397. https://doi.org/10.20319/pijss.2017.32.385397
- Bell, R. T. (1991). Translation and translating: Theory and practice. Longman.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Camacho, L. (2015). The communication skills accounting firms desire in new hires. Journal of Business & Finance Librarianship, 20(4), 318–329. https://doi.org/10.1080/08963568.2015.1072895
- Campbell, L. O., Heller, S., & Pulse, L. (2022). Student-created video: An active learning approach in online environments. Interactive Learning Environments, 30(6), 1145–1154. https://doi.org/10.1080/10494820.2020.1711777
- Đorđević, J. (2024). Digital video creation: An alternative tool for improving oral performance in teaching English as a foreign language. Nastava i Vaspitanje, 73(2), 171–186. https://doi.org/10.5937/nasvas2402171d
- Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. ALT-J, 3(2), 5–34. https://doi.org/10.1080/0968776950030202
- Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory (pp. 135–161). John Wiley & Sons.
- Hoogerheide, V., Loyens, S. M. M., & van Gog, T. (2014). Comparing the effects of worked examples and modeling examples on learning. Computers in Human Behavior, 41, 80–91. https://doi.org/10.1016/j.chb.2014.09.013
- Kathirvel, K., & Hashim, H. (2020). The Use of Audio-Visual Materials as Strategies to Enhance Speaking Skills among ESL Young Learners. Creative Education, 11(12), 2599–2608. https://doi.org/10.4236/ce.2020.1112192
- Kormos, J., & Csizér, K. (2014). The Interaction of motivation, self‐regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275–299. https://doi.org/10.1002/tesq.129
- Lailani, S. P. (2021). The Application of Audio and Visual Aids, Methods, and Instruction to Enhance English Language Learners’ Listening Skills. International Journal For Multidisciplinary Research, 3(6), 1–6. https://doi.org/10.36948/ijfmr.2021.v03i06.11964
- Leeds, E. M., & Maurer, R. A. (2009). Using Digital Video Technology to Reduce Communication Apprehension in Business Education. INFORMS Transactions on Education, 9(2), 84–92. https://doi.org/10.1287/ited.1090.0023
- Lim, Y.-M., Lee, T. H., Yap, C. S., & Ling, C. C. (2016). Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students. Journal of Education for Business, 91(4), 185–192. https://doi.org/10.1080/08832323.2016.1153998
- Murphy, K., & Barry, S. (2016). Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment & Evaluation in Higher Education, 41(2), 213–227. https://doi.org/10.1080/02602938.2014.996206
- Philominraj, A., Jeyabalan, D., & Vidal-Silva, C. (2017). Visual Learning: A Learner Centered Approach to Enhance English Language Teaching. English Language Teaching, 10(3), 54–62. https://doi.org/10.5539/elt.v10n3p54
- Radosavlevikj, N. (2023). Students’ motivation, challenges and experiences in designing video presentations vs. Delivering oral presentations in an ESP course for social sciences. Journal of Teaching English for Specific and Academic Purposes, 11(1), 255–265. https://doi.org/10.22190/jtesap230205018r
- Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23–30. https://doi.org/10.1093/elt/cci003
- Sharp, C., Pocklington, K., & Weindling, D. (2002). Study support and the development of the self-regulated learner. Educational Research, 44(1), 29–41. https://doi.org/10.1080/00131880110107333
- Tawaqal, M. I., & Rizqyan, A. D. (2024). Enhancing English language proficiency in grade 1 junior high school: The impact of Youtube videos as a learning tool. Global Synthesis in Education Journal, 1(2), 33–40. https://doi.org/10.61667/gzyd5d86
- Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78–102. https://doi.org/10.1093/applin/ami046
- Widodo, H. P. (2015). The development of vocational English materials from a social semiotic perspective: Participatory action research [Unpublished doctoral dissertation]. The University of Adelaide.
- Widodo, H. P. (2016). Self-regulated learning and performance: An introduction and an overview. In B. Tomlinson (Ed.), Handbook of self-regulation of learning and performance. Routledge.
- Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51
- Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). Routledge.
References
Ahmad, N. A., & Lidadun, B. P. (2017). Enhancing oral presentation skills through video presentation. PEOPLE: International Journal of Social Sciences, 3(2), 385–397. https://doi.org/10.20319/pijss.2017.32.385397
Bell, R. T. (1991). Translation and translating: Theory and practice. Longman.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Camacho, L. (2015). The communication skills accounting firms desire in new hires. Journal of Business & Finance Librarianship, 20(4), 318–329. https://doi.org/10.1080/08963568.2015.1072895
Campbell, L. O., Heller, S., & Pulse, L. (2022). Student-created video: An active learning approach in online environments. Interactive Learning Environments, 30(6), 1145–1154. https://doi.org/10.1080/10494820.2020.1711777
Đorđević, J. (2024). Digital video creation: An alternative tool for improving oral performance in teaching English as a foreign language. Nastava i Vaspitanje, 73(2), 171–186. https://doi.org/10.5937/nasvas2402171d
Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. ALT-J, 3(2), 5–34. https://doi.org/10.1080/0968776950030202
Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory (pp. 135–161). John Wiley & Sons.
Hoogerheide, V., Loyens, S. M. M., & van Gog, T. (2014). Comparing the effects of worked examples and modeling examples on learning. Computers in Human Behavior, 41, 80–91. https://doi.org/10.1016/j.chb.2014.09.013
Kathirvel, K., & Hashim, H. (2020). The Use of Audio-Visual Materials as Strategies to Enhance Speaking Skills among ESL Young Learners. Creative Education, 11(12), 2599–2608. https://doi.org/10.4236/ce.2020.1112192
Kormos, J., & Csizér, K. (2014). The Interaction of motivation, self‐regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275–299. https://doi.org/10.1002/tesq.129
Lailani, S. P. (2021). The Application of Audio and Visual Aids, Methods, and Instruction to Enhance English Language Learners’ Listening Skills. International Journal For Multidisciplinary Research, 3(6), 1–6. https://doi.org/10.36948/ijfmr.2021.v03i06.11964
Leeds, E. M., & Maurer, R. A. (2009). Using Digital Video Technology to Reduce Communication Apprehension in Business Education. INFORMS Transactions on Education, 9(2), 84–92. https://doi.org/10.1287/ited.1090.0023
Lim, Y.-M., Lee, T. H., Yap, C. S., & Ling, C. C. (2016). Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students. Journal of Education for Business, 91(4), 185–192. https://doi.org/10.1080/08832323.2016.1153998
Murphy, K., & Barry, S. (2016). Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment & Evaluation in Higher Education, 41(2), 213–227. https://doi.org/10.1080/02602938.2014.996206
Philominraj, A., Jeyabalan, D., & Vidal-Silva, C. (2017). Visual Learning: A Learner Centered Approach to Enhance English Language Teaching. English Language Teaching, 10(3), 54–62. https://doi.org/10.5539/elt.v10n3p54
Radosavlevikj, N. (2023). Students’ motivation, challenges and experiences in designing video presentations vs. Delivering oral presentations in an ESP course for social sciences. Journal of Teaching English for Specific and Academic Purposes, 11(1), 255–265. https://doi.org/10.22190/jtesap230205018r
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23–30. https://doi.org/10.1093/elt/cci003
Sharp, C., Pocklington, K., & Weindling, D. (2002). Study support and the development of the self-regulated learner. Educational Research, 44(1), 29–41. https://doi.org/10.1080/00131880110107333
Tawaqal, M. I., & Rizqyan, A. D. (2024). Enhancing English language proficiency in grade 1 junior high school: The impact of Youtube videos as a learning tool. Global Synthesis in Education Journal, 1(2), 33–40. https://doi.org/10.61667/gzyd5d86
Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78–102. https://doi.org/10.1093/applin/ami046
Widodo, H. P. (2015). The development of vocational English materials from a social semiotic perspective: Participatory action research [Unpublished doctoral dissertation]. The University of Adelaide.
Widodo, H. P. (2016). Self-regulated learning and performance: An introduction and an overview. In B. Tomlinson (Ed.), Handbook of self-regulation of learning and performance. Routledge.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). Routledge.