This study aimed to investigate the effect of using standards-based vlogging on EFL basic education student teachers' teaching performance and self-reflection. The participants in the study were 30 3rd year EFL student teachers at Faculty of Education, Mansoura University. Those students were divided into two groups; experimental and control groups. Each group consisted of 15 student teachers. The experimental group was trained on using standards-based vlogging, while the control group was trained according to the regular way. The instruments of the study were developed and implemented by the researcher: 1) A teaching performance observation checklist for observing, assessing and scoring EFL 3rd year basic education student teachers' teaching performance. 2) A self-reflection scale for assessing and scoring EFL 3rdyear basic education student teachers' self-reflection. The participants in the experimental group were trained on vlogging and created a group vlog. For a whole term, they videotaped themselves during their teaching practice and uploaded the video to the vlog. They reflected on their teaching performance and commented on each other's performance as well. The statistical results revealed significant improvements in teaching performance and self-reflection of the experimental group than the control group. The results also revealed a positive correlation between teaching performance and self-reflection. The study recommends that vlogging can be used as a technique for improving EFL student teachers' teaching performance and their self-reflection.
Keywords: Vlogging, Teaching performance, self-reflection, Educational Standards, NARS (National Academic Reference Standards).