| Summary: | Video blogging (vlogging) was chosen in
this study as a language learning tool. The idea of studying
video blogging stems from Vygotsky’s
socio-constructivism theory and Siemens’ theory of
networking, connectivism. The theories underpinned the
study and were applied in a project based on instruction,
which gave emphasis on student-centred learning.
Assuming the roles of instructional designers, the
researchers initiated this project to address instructional
needs by integrating technological media to facilitate
learners’ speaking fluency development. This case study
explored the network and collaborative traits that vlogging
could bring in learning a second language. Data was
collected from field observations, a qualitative document
and a focus group interview. The researchers then analysed
the qualitative data to identify the scaffolding techniques
used by the participants of the study. The researchers coded
and clustered the scaffolding techniques into themes based
on two types of scaffoldings; (i) sensory scaffoldings, and
(ii) interactive scaffoldings. The findings show that
learners employed scaffolding techniques to facilitate
learning amongst peers and knowledgeable others
throughout the vlog portfolio project.
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