Volume 30 Number 1, 2026 Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs

Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs

Repository record updated on:
June 18, 2026, 5:42 p.m.
Database record updated on:
June 19, 2026, 11:53 p.m.
Last Harvested on:
June 19, 2026, 11:53 p.m.
access-status:
open.access
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/d6c9e28c-abd6-4f9d-9a8f-aa0b830e948d/download', '30_01_10125-73691.pdf']]
bitstream_txt:
[]
collection:
Volume 30 Number 1, 2026
contributor.author:
Hsu, Hui-Tzu
date.accessioned:
2026-06-18T17:42:32Z
date.available:
2026-06-18T17:42:32Z
date.copyright:
2026
date.issued:
2026-06-15
description.abstract:
Previous research has demonstrated that annotated or captioned videos can enhance second language learners’ listening comprehension and vocabulary acquisition. However, the influence of annotated vlogs delivered through mobile platforms on these outcomes remains underexplored. Accordingly, this study investigated the effects of annotated vlogs delivered through mobile devices on English as a foreign language learners’ listening comprehension, vocabulary retention, and self-efficacy. This quasi-experimental study recruited 131 college students at a pre-intermediate level of English proficiency, enrolling 43 in the control group that learned through audio files, 44 in the first experimental group that learned through captioned vlogs, and 44 in the second experimental group that learned through annotated vlogs. The research instruments comprised listening pre- and post-tests, vocabulary pre- and post-tests, initial and post-intervention surveys evaluating self-efficacy, a learning perception survey for the annotated vlog group, and semi-structured interviews with members of the two experimental groups. The results revealed that students learning with annotated vlogs significantly outperformed those in the other two groups in listening comprehension and vocabulary retention. The learners in the annotated vlog group also reported the greatest post-intervention increase in self-efficacy.
endingpage:
26
format.extent:
26
identifier.citation:
Hsu, H. T. (2026). Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs. Language Learning & Technology, 30(1), 1–26. https://doi.org/10.64152/10125/73691
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73691
language:
eng
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center
site_url:
/item/10125-73691/
startingpage:
1
title:
Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs
type:
Article Text
volume:
30