VietTESOL International Convention 2026

Large class size is a prominent challenge in EFL education, particularly in developing countries. This study investigates the effectiveness of video-making tasks in enhancing learner engagement, interaction, and classroom management in large English classes at Ho Chi Minh City University of Technology. A mixed-methods approach was employed, combining quantitative surveys of students (n = 120) and teachers (n = 5) with qualitative interviews, classroom observations, reflective journals, and video analysis. Findings indicate that video-making tasks significantly enhance behavioral, cognitive, and emotional engagement, foster peer collaboration and negotiation of meaning, and improve teacher facilitation and classroom management. The study confirms the applicability of Engagement Theory, Task-Based Language Teaching, and Sociocultural Theory in large-class contexts and provides practical implications for teachers, curriculum designers, and institutions. Limitations include sample size, duration, and reliance on self-reported data. Recommendations for future research include longitudinal studies, comparative analyses of multimedia tasks, and teacher training initiatives.