Smartphone Video Recording for English-Speaking Practice: Bridging Technology Acceptance and Affective Engagement in Vocational Education

Rampeng Rampeng, Sri Diana, Dewi Nopitasari

Abstract


The growing integration of mobile technologies into English language learning has transformed how speaking skills are practiced and assessed. This study examines engineering students’ perceptions of smartphone video recording as a medium for English-speaking practice and its potential to alleviate speaking anxiety in vocational higher education. Drawing on the Technology Acceptance Model (TAM) and Mobile-Assisted Language Learning (MALL) frameworks, this quantitative survey involved 89 students from the Automation of Machinery Systems and Mineral Chemical Engineering programs at the Polytechnic ATI Makassar. Data were collected using a structured questionnaire and analyzed through descriptive statistics, independent-sample t-tests, and correlation analyses. Findings revealed that students expressed highly positive perceptions of smartphone video recording in terms of usefulness, ease of use, and learning engagement. While no significant differences were found across gender and study programs, a significant positive correlation was observed between speaking anxiety and perceived benefits (r = 0.239, p = 0.024), indicating that students with higher anxiety levels perceived greater advantages from the tool. These results affirm the pedagogical and affective potential of smartphone video recording in fostering learner autonomy, fluency, and confidence. The study contributes to extending TAM and MALL applications within vocational English education, highlighting practical implications for technology-enhanced language instruction in digitally driven learning environments.


Keywords


Mobile-Assisted Language Learning (MALL); smartphone video recording; speaking anxiety; Technology Acceptance Model (TAM); vocational education; EFL learners

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References


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DOI: http://dx.doi.org/10.30659/e.11.2.652-667

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