The Use of Collaborative Video Projects in EFL Classroom: Insights From Higher Education Students

Abstract

The integration of digital technology into English as a Foreign Language (EFL) instruction has encouraged educators to adopt learning activities that support both language development and the acquisition of twenty-first-century skills. Among these, collaborative video projects have gained attention because they allow students to communicate, create, and work together in authentic learning contexts. This study explores higher education students’ perceptions of the benefits and challenges of collaborative video projects in EFL classrooms. A qualitative descriptive approach was employed, involving 18 undergraduate students who had completed a collaborative video project as part of an EFL course. Data were collected through an online questionnaire containing both Likert-scale items and open-ended questions. Supportive descriptive data were used to analyze the quantitative data, while the qualitative responses were examined using thematic analysis. Overall, students viewed collaborative video projects as a valuable learning experience. They reported increased interest in learning English, greater confidence and communication skills, improved creativity and digital literacy, as well as stronger collaboration and independent learning. At the same time, students highlighted several challenges, including managing time, coordinating group schedules, unequal participation among group members, technical issues, and difficulties in preparing and delivering English scripts during video production. These findings indicate that collaborative video projects can serve as an effective pedagogical approach for encouraging active learning, authentic language use, and the development of twenty-first-century skills in EFL higher education. To ensure successful implementation, however, lecturers should provide adequate guidance, technical support, and well-structured project management throughout the learning process.