Integrating Video Projects into English Language Curricula for Engineering Students

Abstract

Abstract: The present study investigates the integration of video projects into the English curriculum for engineering students at the École Nationale Polytechnique (ENP), aiming to enhance students' language skills, particularly in speaking, and improve their motivation and collaborative learning. A mixed-methods approach was adopted to collect both quantitative and qualitative data from 53 students aged between 19 and 23, selected via convenience sampling. The participants, who had varying levels of proficiency in English and experience with video-making tools, completed a video project as part of their English language assessment. Data collection was conducted through a structured questionnaire that included Likert-scale items and open-ended questions to assess students' motivation, language confidence, and perceived improvement in speaking skills, alongside the challenges encountered. Quantitative data were analyzed using descriptive statistics, such as measures of central tendency and variability, to summarize students’ experiences. Inferential statistics, specifically t-tests, were applied to explore differences in responses based on prior language proficiency and familiarity with video production tools. Qualitative data were subjected to thematic analysis to identify recurring themes such as "technical challenges," "collaborative experiences," and "language improvement." The findings revealed that while students generally perceived an improvement in their speaking abilities and valued the collaborative aspect of the project, they faced significant technical challenges, particularly with video editing. The results also highlighted that students with prior experience in video-making encountered fewer technical difficulties, suggesting a need for more technical support and training. The study recommends the incorporation of digital literacy into the curriculum to ease the learning curve for future projects. Additionally, formative feedback methods, such as peer and teacher feedback, are suggested to enhance students' progress throughout the project phases. In the context of Algeria’s evolving educational landscape, where traditional grammar-based instruction is prevalent, this study underscores the potential of project-based learning in fostering active language use and digital proficiency, aligning with broader educational reform goals. By addressing both technical and linguistic challenges, such integrative approaches can lead to more meaningful learning experiences and better prepare students for professional environments requiring both language and technical competencies. Keywords: Collaborative learning; Digital literacy; Educational technology; English as a foreign language; Video.