Using Self-Made Videos and Facebook Groups to Promote Motivation and Satisfaction on the Speaking Skills of International Program Students
DOI:
https://doi.org/10.14456/arjla.2024.15Keywords:
Motivation, Satisfaction, Self-made Videos, Facebook group, Guided Speaking TasksAbstract
Teaching speaking as a skill has been a challenge for EFL language instructors as most students struggle to use the spoken language. This study focused on the motivation and satisfaction of learners about their speaking skills using self-made videos and Facebook groups as a platform to go with online learning during pandemic times. The conceptual design comprises strategies carefully crafted toward achieving motivation and satisfaction. This quantitative research utilized a descriptive design aimed at using both factors mentioned to significantly affect motivation and achieving satisfaction in developing speaking skills. Yamane’s formula and the fishbowl technique determined the 29 participants who were first-year English-Chinese Major students at a private university taking extra English course in the summer term of 2020. It utilized an instructor-made questionnaire on the four areas, intrinsic-extrinsic and instrumental-integrative motivation, tested for reliability and validity. Statistically, the Likert Scale analyzed the data using frequency and percentage. The study yielded the following: 1. Self-made videos and Facebook groups motivate students to a great extent to improve their speaking skills, with grammatical accuracy rated the highest, and 2. The students are generally satisfied with their speaking skills in fluency and grammatical accuracy. Based on these results, it is recommended that teachers focus more on speech drills and grammatical accuracy, backing up studies on using a student-centered approach with guided instruction employing real-life-based activities.
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