دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 مقالات آماده انتشار 2026 04 11 Promoting Self-Regulated Learning and Speaking Competence by Applying Video Self-Recording in English as a Foreign Language Classrooms Promoting Self-Regulated Learning and Speaking Competence by Applying Video Self-Recording in English as a Foreign Language Classrooms 28367 10.48311/lrr.2026.116376.0 FA Quoc Lap Trinh Ngoc Diem Ho Tuan Le Cong 0000-0002-1256-8125 Journal Article 2025 08 06 The high requirement for English communication is a significant challenge in the context of Vietnam. Therefore, finding effective learning and teaching methods to develop Vietnamese students’ English-speaking ability has received considerable attention from all stakeholders. A review of related studies suggests that video self-recording is a promising technique for enhancing speaking skills. The current study was therefore conducted to examine the effects of this technique on students’ speaking performance through an 18-week experiment. The participants included 40 low-proficient students at a high school in Southwest Vietnam. Using speaking tests, students’ self-evaluation forms, and semi-structured interviews, the study gained insights into the impact of the video self-recording technique on students’ speaking improvement, indicated by their self-evaluation and test results. Overall, the students rated themselves as having made significant progress, and the test results confirmed this improvement. Through the results, this study highlights the strengths of the technique, particularly in promoting learners’ self-regulation, while also providing suggestions to optimize the use of video self-recording in Vietnamese and similar contexts worldwide.<br>  The high requirement for English communication is a significant challenge in the context of Vietnam. Therefore, finding effective learning and teaching methods to develop Vietnamese students’ English-speaking ability has received considerable attention from all stakeholders. A review of related studies suggests that video self-recording is a promising technique for enhancing speaking skills. The current study was therefore conducted to examine the effects of this technique on students’ speaking performance through an 18-week experiment. The participants included 40 low-proficient students at a high school in Southwest Vietnam. Using speaking tests, students’ self-evaluation forms, and semi-structured interviews, the study gained insights into the impact of the video self-recording technique on students’ speaking improvement, indicated by their self-evaluation and test results. Overall, the students rated themselves as having made significant progress, and the test results confirmed this improvement. Through the results, this study highlights the strengths of the technique, particularly in promoting learners’ self-regulation, while also providing suggestions to optimize the use of video self-recording in Vietnamese and similar contexts worldwide.<br>