Journal of Research in Applied Linguistics

Journal of Research in Applied Linguistics

The Double-Edged Sword of Individual Video Assignments in a ‘Languaging’ Course: Insights from Less-proficient Thai EFL Learners

Articles in Press

Document Type : Research Article

Authors
Woravit Seneechai
Fonthip Phetdannuea
Department of Language Studies, School of Liberal Arts, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand
10.22055/rals.2026.51733.3789
Abstract
This study examined less-proficient Thai EFL learners’ reflective accounts of creating individual videos in a languaging course. Using an explanatory sequential mixed-methods design, 65 reflective journals (approximately 23,000 tokens) were analyzed. The quantitative phase employed keyword analysis, identifying 20 salient keywords validated against the British National Corpus (BNC), offering a data-driven, corpus-referenced view of the vocabulary learners themselves foregrounded in their reflections. The qualitative phase then applied inductive thematic analysis, revealing four themes: Technology Engagement and Difficulties, Language Use and Communication Development, Skill Application and Learning Strategies, and Personal Emotional Response. The findings showed that video-based languaging tasks promote strategic language use, digital literacy, and authentic communication, while also generating notable technical and affective challenges for less-proficient learners. The study argued that the effectiveness of technology-mediated languaging tasks relies on pedagogical scaffolding that integrates linguistic, strategic, digital, and emotional support in EFL instruction.
Keywords
Video Assignments
Languaging Curriculum
Experiential Learning
Reflective Practice
Keyword Analysis
Journal of Research in Applied Linguistics

Articles in Press, Accepted Manuscript
Available Online from 01 October 2026