Exploring Gen Z Students' Experiences with Short Video-Based Speeaking Learning

Abstract

The integration of digital technology in language learning has become increasingly relevant for Generation Z students who are highly familiar with digital media. However, many students still face difficulties in developing speaking skills due to limited practice opportunities and low confidence. This study aims to explore Gen Z students’ experiences with short video-based speaking learning in a General Speaking course. This research employed a qualitative descriptive design involving second-semester students in an English Education program. Data were collected through classroom observation, students’ short video assignments, and semi-structured interviews. The collected data were analyzed using thematic analysis to identify patterns related to students’ learning experiences, perceived benefits, and challenges. The findings revealed that short video-based speaking learning provided flexible opportunities for repeated practice, increased students’ confidence, and encouraged active participation in speaking activities. Students also expressed positive responses toward the use of technology-assisted learning, although several challenges related to technical skills and time management were identified. Overall, short video-based speaking learning contributed positively to students’ speaking development and created meaningful learning experiences for Gen Z learners.