<![CDATA[Video-based projects have increasingly been integrated into General English courses to combine language practice with digital-age skills. This study investigated undergraduate students' perceptions of a video project assignment in their General English course, focusing on three aspects: perceived improvement in English language proficiency, perceived integration of technological tools, and perceived collaboration among peers. A quantitative descriptive survey was conducted with 38 undergraduate students (20 male, 18 female) enrolled in a General English (Pre-Intermediate I) class at Universitas Klabat, using a structured questionnaire adapted from the three-aspect framework of Kulsiri (2018), which showed excellent internal consistency (overall Cronbach's alpha = .94). Data were analysed using descriptive statistics. The results suggest that all three aspects were perceived positively by students. Peer Collaboration had the highest mean score (M = 4.27, SD = 0.71, very high), followed by Technology Integration (M = 3.96, SD = 0.73, high) and Language Proficiency (M = 3.91, SD = 0.71, high). The findings suggest that video projects are particularly effective at boosting peer collaboration and substantially contributing to students’ perceived language development and digital skills. The results have practical implications for English lecturers when implementing video projects in General English courses, especially in reinforcing collaborative learning with language practice.]]>
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