Digital storytelling and narrative competence in English language learning: assessing the pedagogical effects of vlogging and narrative-based instruction

This study examines how vlogging affects English language learners’ communicative performance in terms of fluency, grammar, lexical richness, and emotional engagement. An experimental design of eight weeks was implemented to measure the effects of vlogging in comparison to the traditional method through the use of pre- and post-tests, surveys, classroom observations, and interviews. The results showed that all four linguistic aspects significantly improved, with the highest increase noticed in the learner’s engagement. Through structural equation modeling, it was found that grammar accuracy, lexical richness, and fluency were strong predictors of engagement, which, in turn, played a significant role in the learners’ ability to produce spoken language that was more structured and expressive. This study implies that the incorporation of vlogging into language teaching practices has been a very effective means of promoting language skills and narrative skills at the same time. The research offers empirical backing for the adoption of vlogging in a pedagogical context as a means of fostering interactive and therefore more learner-centered language practice.