Different approaches to teaching and learning have been utilized to cater to the needs of this new generation of learners, the digital natives from Generation Z. While the characteristics of the learners evolve, one of the long-standing communication challenges among Thai students remains to be their low proficiency in English, specifically oral communication skills. This is brought about by limited opportunities for practice, use of traditional teaching strategies, and students’ lack of confidence. In this study, vlogging is introduced as a new strategy to improve the students’ oral communication skills. Employing a mixed methods research design, this study assessed how vlogging can improve the oral communication skills in the areas of nonverbal communication, verbal communication, and organization of content and explored the perception of students on the utilization of vlogging. A quasi-experiment and focus group discussions were conducted among forty-two first year college students in Bangkok, Thailand, enrolled in Principles of Communication class. After a pre-vlogging speaking activity, participants created and shared four vlogs in a private Facebook group throughout the semester. A post-vlogging speaking activity was conducted at the end of the semester. Scores in the pre- and post-vlogging activities and the scores in the four vlogs were statistically compared and analyzed. Results revealed that the students' overall oral communication skills, and the skills specific to nonverbal communication, verbal communication, and organization of content improved significantly. Overall, the most substantial improvement was organization of content. The majority of the participants perceived vlogging as a positive experience and as an effective and creative strategy to improve their oral communication skills. They found value in learning through observation and exchanging peer feedback. Apart from improving oral communication skills and boosting their self-confidence, they regarded vlogging to also enhance their self-awareness, knowledge of others, comprehension of the course content, writing and technical skills. Vlogging matches the characteristics of Generation Z students. It can be integrated in different subjects to provide an interactive learning environment by incorporating pedagogy, content, and technology in the instructional design. Vlogging demonstrates an effective potential in addressing the gap on Thai students’ lack of confidence, insufficient opportunities for practice, and lack of motivation in the improvement of their oral communication skills. Due consideration should be given to preparation time, exchange of peer feedback, attitude of the students, and topics assigned. Adoption of vlogging in other disciplines and assessing other related skills are put forward for further studies.