Authentic Media Production in Project-Based EFL Learning: Exploring Student Perceptions of Language Development, Engagement, and Professional Skills in a Jordanian University

Almithqal, Eyad Ahmad

doi:10.22049/jalda.2026.31705.2014

Articles in Press

Document Type : Research Article

Author

Eyad Ahmad Almithqal

Assistant Professor of Applied Linguistics, English Department, Philadelphia University, Amman, Jordan

10.22049/jalda.2026.31705.2014

Abstract

Project-based language learning research has linked authentic media-production tasks to perceived improvements in language and professional competencies, yet limited understanding exists of how and why students perceive these improvements. This qualitative study explored EFL university students' perceptions of language learning, motivation, and professional-skill development following an authentic media-production project. The study was conducted at Philadelphia University, Amman, Jordan, in an English for Media and Journalism course during the second semester of the 2025/2026 academic year. Sixty intermediate-to-advanced students, as a full class, completed a semester-long project producing a video news report or interview accompanied by a written reflective report. Data were gathered through semi-structured interviews and written reflective reports and analysed using reflexive thematic analysis. Three broad patterns emerged. First, students described holistic, multi-skill language gains rather than development confined to a single skill, with confidence-building identified as an outcome of iterative, low-stakes rehearsal rather than of the final performance itself. Second, engagement was often linked to the substantive, human dimension of the interview exchange, consistent with the construct of investment, rather than to the language task alone, with some students reporting that the experience reshaped their academic or career outlook. Third, the project elicited a wider range of professional and media-related competencies than typically expected of a conventional speaking task, including interview pragmatics, genre and register awareness, and, in later-emerging cases, translation sensitivity and audio-visual production skill. These findings indicate that authentic, project-based media tasks can facilitate integrated language and professional-identity development in EFL settings, with implications for syllabus design in English for Media and Journalism and similar content-integrated language programs.

Keywords

Main Subjects

ESP/EAP

Article Title [Persian]

تولید محتوای رسانه‌ای اصیل در یادگیری زبان انگلیسی مبتنی بر پروژه: بررسی دیدگاه‌های دانشجویان درباره توسعه زبانی، مشارکت و مهارت‌های حرفه‌ای در یک دانشگاه اردنی

Author [Persian]

دکتر ایاد احمد المثقال

استادیار زبان‌شناسی کاربردی، گروه زبان انگلیسی، دانشگاه فیلادلفیا، امان، اردن

Abstract [Persian]

تحقیقات یادگیری زبان مبتنی بر پروژه، تکالیف تولید رسانه‌ای معتبر را به پیشرفت‌های ادراک‌شده در مهارت‌های زبانی و حرفه‌ای مرتبط دانسته‌اند، اما در حال حاضر درک محدودی از چگونگی و چرایی درک این پیشرفت‌ها توسط دانشجویان وجود دارد. مطالعه کیفی حاضر برداشت دانشجویان آموزش زبان انگلیسی از یادگیری زبان، انگیزه و توسعه مهارت‌های حرفه‌ای را متعاقب یک پروژه تولید رسانه‌ای معتبر بررسی کرد. این مطالعه در دانشگاه فیلادلفیا، عمان، اردن، در یک دوره انگلیسی برای رسانه و روزنامه‌نگاری در ترم دوم سال تحصیلی 2025/2026 انجام شد. شصت دانشجوی سطح متوسط تا پیشرفته، به عنوان یک کلاس کامل، یک پروژه یک ترمی را با تولید یک گزارش خبری ویدیویی یا مصاحبه همراه با یک گزارش بازتابی کتبی به پایان رساندند. داده‌ها از طریق مصاحبه‌های نیمه ساختار یافته و گزارش‌های بازتابی کتبی جمع‌آوری و با استفاده از تحلیل موضوعی بازتابی تجزیه و تحلیل شدند. سه الگوی کلی پدیدار شد. اول، دانشجویان دستاوردهای زبانی جامع و چند مهارتی را به جای توسعه محدود به یک مهارت واحد توصیف کردند، و ایجاد اعتماد به نفس را به عنوان نتیجه تمرین مکرر و کم‌ریسک و نه عملکرد نهایی معرفی کردند. دوم اینکه مشارکت دانشجویان بطور غالب به بُعد انسانی و ماهوی تبادلات در مصاحبه، مطابق با سازه سرمایه‌گذاری، مرتبط بود تا صرفاً به تکلیف زبانی، و برخی از دانشجویان گزارش دادند که این تجربه، چشم‌انداز تحصیلی یا شغلی آنها را تغییر داده است. سوم، پروژه ارائه شده توانست طیف وسیع‌تری از شایستگی‌های حرفه‌ای و مرتبط با رسانه را نسبت به آنچه معمولاً از یک تکلیف گفتاری مرسوم انتظار می‌رود، از جمله کاربردشناسی مصاحبه، آگاهی از ژانر و سیاق کلام، و در موارد جدیدتر، حساسیت ترجمه و مهارت تولید صوتی-تصویری، ایجاد نماید. این یافته‌ها نشان می‌دهد که تکالیف رسانه‌ای اصیل و مبتنی بر پروژه می‌توانند توسعه یکپارچه زبان و هویت حرفه‌ای را در محیط‌های انگلیسی به عنوان زبان خارجی تسهیل کنند، و پیامدهایی برای طراحی برنامه درسی به زبان انگلیسی برای رسانه و روزنامه‌نگاری و برنامه‌های زبانی مشابه با محتوای یکپارچه در پی داشته باشند.

Keywords [Persian]

اعتمادبه‌نفس زبان‌آموز
آموزش زبان انگلیسی به عنوان زبان خارجی
توسعه هویت حرفه‌ای
یادگیری تلفیقی محتوا و زبان
تولید ویدئو

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Authentic Media Production in Project-Based EFL Learning: Exploring Student Perceptions of Language Development, Engagement, and Professional Skills in a Jordanian University

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References

Articles in Press, Accepted Manuscript Available Online from 02 October 2026

Articles in Press, Accepted Manuscript
Available Online from 02 October 2026