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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
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Analyzing EFL University Students’ Academic Speaking Skills
Through Self-Recorded Video Presentation
Medina Aulia Syahriar; Arik Susanti
English Language Education Study Program, Universitas Negeri Surabaya, East Java, Indonesia
DOI: https://doi.org/10.51244/IJRSI.2025.120800046
Received: 28 July 2025; Accepted: 02 August 2025; Published: 02 September 2025
ABSTRACT
Academic speaking is a fundamental skill that needs to be implemented in higher education. It is essential for
university students to express their ideas in a formal academic setting with clarity and confidence. However, it
remains a significant challenge for many EFL university students, particularly when it comes to fluency,
vocabulary, and confidence in live settings. Addressing this issue, this study aims to analyze the academic
speaking skills of EFL university students through self-recorded video presentations. The participants were 15
students from the English Education program enrolled in the Academic Speaking course at a state university.
A qualitative content analysis was conducted using an oral performance rubric adapted from Brown and
Abbeywickrama (2019), focusing on seven elements: organization, content, pronunciation, fluency, grammar,
vocabulary, and performance. The findings revealed that the highest performance was demonstrated in the
areas of organization and content, indicating the ability to organize the ideas and provide appropriate materials
in the video presentations. In contrast, the weakest elements displayed by the students were fluency and
vocabulary, underscoring the need for additional practice in academic word usage and natural, spontaneous
speech production. The study comes to the conclusion that video presentations are an effective alternative for
conventional methods of evaluating academic speaking abilities, particularly when it comes to reducing
students' anxiety levels and giving them more time for planning. It also highlights the necessity of focused
teaching methods to improve vocabulary and fluency in academic settings.
Keywords: Academic speaking, Self-recorded video, Speaking skills.
INTRODUCTION
Academic English has a primary objective that is teaching the language academically and subject-specifically,
as well as language-related practices (Tuomaite & Zajankauskaite, 2017). It is needed to support the students'
needs to achieve those objectives since it provides an aid for the students in presenting and discussing their
ideas in an academic setting as a specific language tool (Barrett & Liu, 2016). In learning English, academic
speaking is a fundamental skill that must be learned by university students. It is an essential skill for students
to master in these modern circumstances (Sarwar et al., 2014). Robert & Meenakshi (2022). Moreover, Fan &
Yan (2020) claim that implementing academic speaking is a fundamental skill in higher education, considering
the fact that learners studying English as a foreign language (EFL) are expected to express their knowledge in
formal academic settings with clarity and confidence. Then, academic speaking skills are acknowledged as
necessary for international mobility, admission to higher education, and a future career in today's globalized
world (Encalada & Sarmiento, 2019; Fulcher, 2014; Hallemans, 2021; Ritchie, 2016). In addition, it allows
students to understand, criticize, and analyze information efficiently and communicate clearly (Singay, 2018).
Therefore, academic English is needed and used by students in an academic setting, which is going to help
them in acquiring and applying the knowledge (Dicerbo et al., 2014); Emperador-Garnace, 2021
However, students found several obstacles when delivering their oral presentations because they considered
speaking skills as challenging skills, as Almansour & Al-Ahdal (2020) noted in their study. One of the most
common methods for students to communicate academically is through oral presentations, which provide them
an opportunity to show their knowledge and understanding, make arguments, and participate in
academic discussions. As a result, the students feel a lack of confidence due to their inadequate English
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proficiency, especially in speaking (Ratnasari, 2020). Meanwhile, self-confidence is considered a crucial soft
skill that students should develop when studying a foreign language (Anwar et al., 2020).
Self-recorded video presentations can be applied as an alternative to overcome the obstacle which is found by
students. Self-recorded videos have shown promise in enhancing students' speaking skills in English as a
Foreign Language (EFL) contexts. Studies indicate that recorded video presentations can improve overall
speaking proficiency, content explanation, timing, and speech skills (Göktürk, 2016; Ritchie, 2016). Moreover,
with this method, students have greater autonomy to organize, practice, and edit their presentations before
submitting them. Video presentations provide a more encouraging setting by reducing the pressure of direct
performance, allowing students to concentrate on better structuring their work, communicating their ideas, and
showcasing their speaking skills (Azkiyah & Rahayu, 2018; Bobkina & Domínguez Romero, 2022; Girardelli,
2017; Hung & Huang, 2015; Winnie et al., 2023).
Video presentations can assist students in enhancing their speaking abilities in English as a Foreign Language
(EFL) contexts. Azkiyah & Rahayu (2018) mention that video presentations help students overcome their
hesitancy while performing orally by giving them a comfortable setting in which to practice speaking more
effectively. Moreover, Bobkina & Domínguez Romero (2022) in their study found that 88% of students
welcomed video-based presenting activities since they felt more assured and less nervous knowing they could
alter their performance before submitting it. Encalada & Sarmiento (2019) also indicate that video
presentations not only help the students be confident in their speech but also provide an aid in their vocabulary
and pronunciation improvements. In addition, the study by Göktürk (2016) revealed that the use of video
assignments contributes to the enhancement of students’ general speaking proficiency.
While prior research has highlighted that video presentations might potentially enhance the confidence of
students, motivation, pronunciation, fluency, and vocabulary (Azkiyah & Rahayu, 2018; Bobkina &
Domínguez Romero, 2022; Encalada & Sarmiento, 2019; Göktürk, 2016). The majority of these studies
revolved around dealing with how students perceived or incorporated videos as a tool for learning. On the
other hand, the present research employed recorded videos and a defined criterion, in the form of a rubric, to
evaluate students' academic speaking skills rather than trying to assess how the students feel or improve over
an extended period. Utilizing a qualitative content analysis methodology, this study analyzed particular
elements of academic speaking, including speech organization, content, pronunciation, fluency, grammar,
vocabulary, and performance of the students. In contrast to experimental or perception-based research, this
study aims to evaluate and analyze the skills that students have presented through their final recorded
presentations rather than functioning as a treatment or intervention. By performing this, it helps to understand
how students utilize spoken English in formal academic settings and provides a targeted analysis of academic
oral communication within an EFL context. Consequently, this study intends to analyze the academic speaking
skills of students in an academic speaking class, utilizing their recorded video presentations as the primary
source of data. In order to provide a comprehensive overview of students' speaking performance in an EFL
academic setting, the analysis relies on a variety of speaking components, which include organization, content,
pronunciation, fluency, grammar, vocabulary, and performance.
METHODOLOGY
This study utilized a qualitative methodology to investigate students' academic speaking performances,
particularly employing a content analysis approach. In this study, a qualitative study was conducted. The
participants in this study were a group of university students attending the Academic Speaking course in the
English Education study program conducted in a public university that is located in Surabaya. Moreover, this
university has an English Education study program that holds an academic speaking course for the students.
The researcher reviewed the fifteen videos that had been collected multiple times. To familiarize with the
students' language features, structure, and delivery. In addition, the students’ recorded video was transcribed to
support a detailed evaluation. Through the transcribing procedure, the researcher had the opportunity to
conduct a more extensive analysis of each student's academic speaking skills, particularly with regard to
language aspects including grammar, vocabulary, pronunciation, and fluency.
Following transcription, a rubric adapted from (Brown & Abeywickrama, 2019) was used to evaluate each
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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student's performance. There were seven elements in the rubric that were considered necessary for academic
speaking, including organization, content, pronunciation, fluency, grammar, vocabulary, and performance.
Each of the students’ speaking performances was awarded a score on a scale of 1 to 5 based on their
presentation on the video recordings. A grading scheme was used to represent the relative importance of each
element: Organization (10%), content (15%), pronunciation (20%), fluency (20%), grammar (15%),
vocabulary (10%), and performance (10%) and appearance (10%). To determine a final score on a 100-point
scale, the raw scores were multiplied by their corresponding weight percentages, summed up, and then divided
by five.
The final scores were then used to categorize students’ performance into eight categories: A to A- (Excellent)
for a score between 80—100, B+ to B- (Good) for a score between 65—79, and C+ to C- (Needs
Improvements) for a score below 64. This categorization allowed it to be clearer to see how proficient the
students were in speaking. As part of the analytic process, the students' performances were examined for
patterns, such as recurring difficulties and common strengths across the rubric's components. For the purpose
of drawing inferences regarding the students' general academic speaking proficiency as demonstrated in their
recorded presentations, the researcher investigated both the numerical scores and the qualitative elements
shown in the video and transcript data.
All student performances were subjected to the same grading and analytic processes in order to preserve
consistency and reduce bias. In addition to assessing each presentation in light of predetermined standards, this
methodical yet interpretive technique provided the researcher with a better understanding of how students
employ English as a foreign language to express their ideas in academic settings.
RESULT & DISCUSSION
The results present that the students displayed the best outcomes in the areas of content and organization, with
the mean scores of 4.87 and 4.33, which can be seen in Table 1. This indicates that they are able to effectively
organize their ideas and offer appropriate materials in their video presentations.
Table 1: Students' Scores in Academic Speaking
Student
s
Organizatio
n (10%)
Conten
t
(15%)
Pronunciati
on (20%)
Fluenc
y
(20%)
Gramma
r (15%)
Vocabular
y (10%)
Performan
ce (10%)
Final
Score
(Out of
100)
Student
5
5
5
4
4
4
4
5
87
Student
6
5
5
4
4
4
4
5
87
Student
8
5
5
4
4
4
4
5
87
Student
18
5
5
4
4
3
4
5
84
Student
15
5
5
4
3
4
4
5
83
Student
1
5
5
4
3
4
3
5
81
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Student
3
5
5
4
3
3
4
5
80
Student
16
5
3
4
4
4
4
4
79
Student
2
5
4
4
3
4
3
3
74
Student
10
5
4
3
3
4
4
4
74
Student
17
5
5
3
3
3
3
4
72
Student
9
5
4
3
4
3
3
3
71
Student
4
5
4
3
3
3
3
3
67
Student
14
4
4
3
3
3
3
3
65
Student
11
4
2
3
3
3
3
4
61
Mean
4,87
4,33
3,60
3,40
3,53
3,53
4,20
76,80
Table 1 illustrates students' competence in the aspect of academic speaking skills, which can be explained as
follows. Academic speaking skills refer to students’ ability to express ideas clearly, logically, and
appropriately in academic contexts. This includes structuring the organization coherently, content using
appropriate academic, pronunciation, fluency, grammar, and vocabulary for engaging with the audience
effectively.
Organization
The analysis of the student organization shows that the students obtained the highest mean score among the
other criteria, with a mean score of 4.87. The majority of the students arranged their presentations in
chronological order, which indicates the students’ familiarity with organizing the ideas, possibly due to prior
experience with narrative or procedural speaking tasks. As a result, the students provided an easy-to-follow
structure that is going to be beneficial for the students’ further education. For instance, Student 1 mentions the
content of her poster at the beginning of the presentation, “The first one is background of the study, previous
study. Here is the research question. There are the data analysis, which is subject the research design and the
research the research instruments, and the here are the results. Uh... here is the conclusion, suggestion, and last
is references.” Besides that, the students mentioned the transition words when they were moving from each
sub-topic, which made the transitions between parts clear. At the end of their presentations, the students
provided a conclusion. However, the conclusion lacked a strong summary of key points.
This finding aligns with the previous study held by Girardelli (2017), who stated that speech organization for
presentations is essential for effective communication in the English language classroom. Moreover, coherent
elicitation and response sequences are also essential for effective classroom interaction, underscoring the
importance of managing classroom discussions in a step-by-step manner, as stated by Abhakor (2017). In
academic speaking fields, speech management skills are critical to success in a variety of positions.
Controlling one’s speech and influencing others requires the logical progression of ideas, beginning with an
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introduction, effectively presenting the main point, and concluding the main idea (Abrahamyan, 2023).
Therefore, the students exhibited a clear presentation with an easy-to-follow structure.
Content
Alongside the organization, the average score for the content category, which had a 15% weight, was 4.33,
indicating most of the students performed well in this criterion. The students need to explore the main topic
based on their preferences and then present it in the form of a poster. The students could elaborate and provide
an explanation for each section of the contents in the poster clearly, where they conveyed the relevant
information with depth in analysis and supporting details of the article that was being presented. For example,
Student 6 is integrating their article presentation with their own argument about learning English speaking
skills through TikTok, “However, I have sense of critical thinking about using Tiktok itself. Why? Because of
probably there are bad feedback or bad comments or hate speech on the TikTok on the audience, so the
audience is free to assess or to adjust that discriminate their skills, so the students, relatives or the students will
be unmotivated or dispirited after giving big feedback, so on and so forth.”
It is consistent with the study held by Göktürk (2016), who claimed that the students had the ability to
articulate their content to the audience at the conclusion of the video was evident in the video assignment. On
the contrary, student 11 scored 2 out of 5 in the presentation video because the student provided insufficient
depth details and limited information in their presentation. This is consistent with Mehar Singh (2019) and Ali
et al. (2023), who stated that students faced challenges in academic speaking. They included problems in
language proficiency where the students did not have enough content knowledge of the subject or field of their
study. As a result, the students could not provide a clear presentation that was also influenced by fear and
anxiety.
Pronunciation
The performance of the students in the pronunciation category is considered moderate, as indicated by a mean
score of 3.60. In their video-recorded presentation that had been observed, the students had a clear and
accurate pronunciation, specifically of the common and simple words. However, when it comes to the more
complex academic terminology and less familiar words, the students occasionally struggled to pronounce
them. Therefore, this problem at times affected the clarity of the information. In the video that was performed
by student 4, several unclear pronunciations occurred, So we move to the third session, they are methodology.
the researcher use the command and … for data collection. this study use an English abstract, as if source text
or data analysis, then provide the text into quilt bolt that is available in both free and premium versions.
produce several visual of … paraphrase process examine the resulting text and provided analysis of this
research. The blank spots are the unclear pronunciation that was performed by student 4, which reduces the
clarity.
This finding is similar to Wulandari et al. (2021), who reported that a considerable number of students asserted
that it was challenging to articulate phrases they had only recently encountered, particularly academic terms
that have a technical complexity. Moreover, Octaberlina et al. (2022) considered that the lack of pronunciation
is also an obstacle to students’ oral communication. In addition, this led to the students’ confidence, where
they were afraid of being criticized when they mispronounced the words. Clinging to the self-recorded video
presentation, Encalada & Sarmiento (2019) mentioned in their study that students claimed that they had
enhanced their pronunciation development as the positive impact of the use of self-recorded video. As a result,
the students expressed less afraid when they were speaking in English. Nevertheless, the aid from the teacher
is still needed to correct the mistakes that were made by the students.
Fluency
The analysis of the performances that were presented by the students was considered moderate proficiency,
with a mean score of 3.40. A number of learners demonstrated an ability to sustain their verbal expression over
extended periods, maintaining coherent and comprehensible delivery throughout their presentations. According
to Al-khresheh (2024), a presentation with improved students’ language fluency and coherence. Furthermore,
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when the presentation is supported by the application of interactive multimedia that provides a wide range of
positive situations and frequent speaking assignments, it will help the student enhance their fluency (Mahdi,
2022). In addition, this study is also aligned with the findings of Göktürk (2016) who evaluated the use of self-
recorded video assignments and showed there was no statistical impact on the students' fluency enhancement.
Nonetheless, a similar pattern emerged when the students attempted to articulate more complex ideas.
Consequently, there were noticeable hesitancies, frequent fillers (such as “aaa...” “eee...” or “uhm…”), long
pauses, and frequent pace disruptions. This outcome mirrors the findings by Manorom et al. (2024) which
revealed that the main obstacle to students’ speaking fluency issues was the hesitation during their speech.
Hence, the presentation may be disrupted by this hesitancy, which may also indicate insufficient confidence or
language skills.
Grammar
The students’ performance showed moderate proficiency in the grammar category of their self-recorded
presentation videos. The mean score of their performance is 3.53. The students showed their control over
fundamental grammar mastery in their video presentations. However, several errors still occurred in word
forms, tense consistency, subject-verb agreement, and complex sentence structure that are sometimes still
noticeable, as displayed by students 5 and 15, such as “English has been an international language.” which was
correct. However, she also used the wrong structure, such as “someone who are abroad.” Furthermore, it is not
only found in student 5 but also rest of the students. In addition, the students showed a positive attempt at
complex grammar, for instance, passive constructions that were presented by student 15 “The data of this study
were collected in higher education institutions across the United States and Canada.”. This finding mirrors the
outcome of Khasinah et al. (2024); Octaberlina et al. (2022); and Wulandari et al. (2021) who mention the
grammatical errors that occurred, such as when the students applied the tenses, word form, subject-verb
agreement, and inaccurate prepositions. Those errors could have happened due to insufficient grammar
mastery, a lack of confidence that made the students nervous, and the different word order between the
students’ native language and English as the target language.
Vocabulary
The mean score of the vocabulary category is similar to the grammar category, which is 3.53 indicating
moderate proficiency. The majority of the students were able to use basic academic vocabulary appropriately.
On the other hand, students found a struggle to deal with complex academic words that were less familiar to
them. Furthermore, repetitive word choices were frequently observed in the students' recorded videos. For
instance, student 7 showed appropriate academic vocabulary such as “implementation”, “significant
difference”, and “findings and result.” In addition, student 7 also consistently used the words “gradual
progress,” “assess students’ speaking skill” to emphasize the topic. However, errors are found in the student’s
vocabulary mastery, where some students repeated simple words frequently as “good,” “helpful,” “hard,” and
“important,” The results of this study are in agreement with Manorom et al. (2024); Winnie et al. (2023); and
Wulandari et al. (2021) where study findings indicate that the primary challenge faced by students in English
speaking in an academic context stems from their limited vocabulary. Many students encountered challenges
in articulating their ideas in formal English, which often required a cognitive translation process from their
native language. This challenge likely included feelings of anxiety. Moreover, the study also identified a gap in
students’ understanding of informal spoken English, highlighting the necessity of exposing students to a wider
range of vocabulary, including idiomatic and colloquial terms. Conversely, several studies regarding the
application of students' recorded video argued that the application of it helped students enhance their
vocabulary mastery. The students acquire new vocabulary, learn how to pronounce the words, and help the
students recall the words (Azkiyah & Rahayu, 2018; Encalada & Sarmiento, 2019; Göktürk, 2014).
CONCLUSION
In summary, the students displayed the best outcomes in the areas of content and organization. This indicates
that they were able to effectively organize their ideas and offer appropriate materials in their video
presentations. Conversely, fluency and vocabulary were found to be the weakest elements that as shown by the
students with the mean scores of 3.40 and 3.55, reflecting continued difficulties in delivering smooth,
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spontaneous, and natural speech and using proper academic language. These findings offer valuable insight for
future advancements in academic speaking instruction, especially in areas that promote vocabulary enrichment
and fluency-building strategies.
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