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Authentic Media Production in Project-Based EFL Learning: Exploring Student Perceptions of Language Development, Engagement, and Professional Skills in a Jordanian University | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 مهر 1405 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2026.31705.2014 | ||
| نویسنده | ||
| Eyad Ahmad Almithqal* | ||
| Assistant Professor of Applied Linguistics, English Department, Philadelphia University, Amman, Jordan | ||
| چکیده | ||
| Project-based language learning research has linked authentic media-production tasks to perceived improvements in language and professional competencies, yet limited understanding exists of how and why students perceive these improvements. This qualitative study explored EFL university students' perceptions of language learning, motivation, and professional-skill development following an authentic media-production project. The study was conducted at Philadelphia University, Amman, Jordan, in an English for Media and Journalism course during the second semester of the 2025/2026 academic year. Sixty intermediate-to-advanced students, as a full class, completed a semester-long project producing a video news report or interview accompanied by a written reflective report. Data were gathered through semi-structured interviews and written reflective reports and analysed using reflexive thematic analysis. Three broad patterns emerged. First, students described holistic, multi-skill language gains rather than development confined to a single skill, with confidence-building identified as an outcome of iterative, low-stakes rehearsal rather than of the final performance itself. Second, engagement was often linked to the substantive, human dimension of the interview exchange, consistent with the construct of investment, rather than to the language task alone, with some students reporting that the experience reshaped their academic or career outlook. Third, the project elicited a wider range of professional and media-related competencies than typically expected of a conventional speaking task, including interview pragmatics, genre and register awareness, and, in later-emerging cases, translation sensitivity and audio-visual production skill. These findings indicate that authentic, project-based media tasks can facilitate integrated language and professional-identity development in EFL settings, with implications for syllabus design in English for Media and Journalism and similar content-integrated language programs. | ||
| کلیدواژهها | ||
| learner confidence؛ EFL؛ professional identity development؛ content and language integrated learning؛ video production | ||
| مراجع | ||
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