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With the increasing integration of technology into language education, conversational videos have gained popularity for their ability to provide learners with rich content and context while facilitating language acquisition. However, there is still more to learn about how these videos affect student participation in the classroom, especially for Vietnamese students taking general English courses. This study addresses this gap by investigating students’ perceptions of conversational videos’ influence on classroom engagement at a foreign language center in Can Tho City, Vietnam. Using a mixed-method design, questionnaires and interviews were used to collect data from 30 intermediate Vietnamese learners in General English classes. The questionnaires were employed to explore the EFL learners’ opinions on the effectiveness of conversational videos through behavioral, emotional, and cognitive engagement. In addition, the data collected from the interviews were analyzed to provide detailed explanations in this study. The findings indicate that most learners appreciated the usefulness of conversational videos in enhancing three types of engagement in the classroom learning process. This research seeks to shed light on the effectiveness of integrating conversational videos into language instruction and its implications for enhancing learner engagement, thereby informing pedagogical practices in similar contexts.
Tran et al. (2024) studied this question.