The effects of collaborative video-blog projects on Turkish EFL students' linguistic and digital literacy skills

In the 21st century, as communication practices are increasingly mediated through digital technologies, developing digital literacy and communication skills has become essential for learners to participate actively in professional, academic, and social contexts. However, in many EFL contexts, especially where opportunities for authentic speaking practices outside the classroom are limited, EFL learners often struggle to express themselves. Addressing this issue, this study investigates the impacts of implementing collaborative vlog projects on Turkish EFL learners' speaking and digital literacy skills in a higher education context. This study also explores EFL learners' perceptions before and after participating in these projects and examines their opinions and suggestions regarding the implementation of these projects. The study employed a case study-mixed method approach with a one-group pretest-posttest design. The participants were 40 EFL learners enrolled in a compulsory English preparatory program at a state university in Türkiye. Participants were selected through a random purposive sampling method. A constructivist/interpretivist research paradigm was adopted. Data were collected from pre-post semi-structured face-to-face interviews, pre-post speaking tests, pre-post digital literacy scale, five reflective journals, a self-assessment rubric, and a researcher diary. Quantitative data were analyzed using SPSS version 25, while thematic analysis was employed to interpret the qualitative data. The findings demonstrated that integrating collaborative vlog projects into English-speaking classes was perceived as engaging, motivating, and entertaining, with a multidimensional positive impact on EFL learners' improvement, grounded in Vygotsky's social constructivist theory. The results demonstrated significant academic development in English-speaking skills, including fluency, accuracy, vocabulary, grammar, and speech organization. There was a statistically significant difference between pre- and post-speaking test results. Additionally, a significant development was reported in digital and technological skills, particularly in using video editing tools, digital applications, and online sites critically and ethically, as well as in researching skills. The quantitative results of the digital literacy scale also revealed a statistically significant increase in the post-test. Additionally, affective and personal development were reported in areas such as world knowledge, self-confidence, self-reflection, self-evaluation, time management, leadership, responsibility, empathy, patience, and respect for others. Furthermore, collaborative vlog projects enhanced social development through peer scaffolding, peer learning, peer feedback, group collaboration, and increased interaction. Although some challenges and drawbacks, including issues with group dynamics, technical problems, time management, topic selection, and grading system were reported, the outcomes of implementing collaborative vlog projects generally demonstrate EFL learners' progress across multiple dimensions, which can benefit their future professional and academic pursuits, and align with broader 21st-century skills. Therefore, these findings suggest important theoretical, pedagogical, and practical insights for future studies. Keywords: Language education, social constructivism, collaborative vlog projects, project-based learning, digital literacy, English speaking skills.