The Impact of Video-Based Group Presentations on Indonesian EFL Learners' Reading Engagement
DOI:
https://doi.org/10.31963/rial.v4i1.5708Keywords:
video-based presentations, reading engagement, EFL, multimedia learning, Indonesian contextAbstract
Despite growing emphasis on active and multimodal learning in EFL contexts, maintaining learner engagement in reading classes remains challenging. This sequential explanatory mixed-methods study examined how video-based group presentations influence reading engagement among Indonesian EFL learners. Ninety-nine third-semester students from Universitas Sulawesi Barat completed a 5-point Likert scale questionnaire measuring nine engagement dimensions derived from student engagement theory (behavioral, cognitive, affective), while 37 representative participants provided reflective journals for qualitative analysis. Findings revealed a mean engagement score of 3.69/5.0, with 55.8% indicating positive perceptions and 63.6% reporting increased participation. Affective dimensions recorded the highest scores, particularly pride in completing group videos (M = 4.25) and enjoyment of engaging materials (M = 4.11), whereas cognitive aspects such as comprehension improvement showed moderate levels (M = 3.41). Thematic analysis yielded eight themes highlighting enhanced engagement, creative pride, peer-mediated comprehension, and visual learning motivation, alongside time management and social interaction challenges. The study demonstrates that video-based presentations enhance affective and behavioral engagement while fostering creativity and participation. However, moderate cognitive impact suggests structured pedagogical guidance is needed. These findings extend multimedia learning theory by demonstrating how peer-created videos transform passive reading into dynamic collaborative learning experiences, particularly relevant for EFL contexts.References
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