Yi-Fan Liu, Muhammad Irfan Luthfi, Wu-Yuin Hwang
The integration of technology in English as a Foreign Language (EFL) instruction offers significant potential to enhance writing and speaking proficiency. Among technological applications, authentic tasks like short video production have proven effective in promoting real-world language use and learner engagement. While prior research highlights the benefits of video-based learning for specific skills such as speaking fluency and writing coherence, limited attention has been paid to the interplay between these competencies or the role of video quality in comprehensive language outcomes. This study investigates the impact of Artificial Intelligence-enhanced authentic short video-making (AI-eSV) on the integrated development of EFL writing and speaking skills. Conducted over two weeks, the study engaged 20 first-year university students from a public university in central Taiwan in a structured process of collaborative scriptwriting and video recording in authentic contexts. Using a pretest-posttest design, video quality assessments, and participant interviews, the study provided a holistic evaluation of the intervention. Results showed significant improvements in writing and speaking skills, including enhanced creativity, content organization, and communicative confidence. The collaborative and authentic nature of the tasks further fostered learner engagement and skill integration. These findings highlight the pedagogical value of AI-enhanced short video-making as a bridge between theoretical instruction and practical language application, emphasizing the importance of incorporating technology-driven, authentic activities in EFL curricula. Future research should explore the long-term impact and scalability of this innovative approach. © 2025, Global Chinese Society for Computers in Education. All rights reserved.
Research Center for Testing and Assessment, Academy for Educational Research, Taiwan; Graduate Institute of Network Learning Technology, Central University, Taiwan; Department of Computer Science and Information Engineering, Dong Hwa University, Taiwan; Department of Electronics and Informatics Engineering Education, Universitas Negeri Yogyakarta, Indonesia
