ABSTRACT
Last year (2020) has been a challenging year for many sectors, including the education sector that was forced to adapt to new uncertainties. During the COVID-19 pandemic, students had to rely on their gadgets and the Internet for online learning. As a measure of cultivating technology in teaching English as a Second Language (ESL) during the global crisis, Video log (Vlog) was used as a learning tool among the undergraduate students of various disciplines. Vlog served as a medium for students to convey their ideas and experience as these students needed to record themselves in a video. They would actively spend time preparing materials and practicing speeches. This study uses secondary data collected in early 2021. Hence, it covers most of the data in COVID-affected 2020, especially since the Vlog assessment was implemented in September 2020 for the undergraduates who took the English Proficiency paper. The study aims at examining the use of Vlog as a speaking learning tool and the challenges faced by learners in ESL classrooms in completing tasks during the crisis. This is a qualitative study where nine students from various study groups were selected randomly and interviewed to elicit their experience on Vlog.
