A Case Study: The Role of Student-Generated Vidcasts in K-12 Language Learner Academic Language and Content Acquisition

Autor/inn/en	Green, Lucy Santos; Inan, Fethi A.; Maushak, Nancy J.
Titel	A Case Study: The Role of Student-Generated Vidcasts in K-12 Language Learner Academic Language and Content Acquisition
Quelle	In: Journal of Research on Technology in Education, 46 (2014) 3, S.297-324 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2014.888295
Schlagwörter	Case Studies; Academic Discourse; Creativity; Freedom; English (Second Language); Second Language Learning; Semi Structured Interviews; Public Schools; Second Language Instruction; Student Role; Student Developed Materials; Reading Instruction; Video Technology; Student Attitudes; Teaching Methods; Feedback (Response); Constructivism (Learning); Student Projects + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Discourse; Diskurs; Kreativität; Freiheit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Public school; Öffentliche Schule; Fremdsprachenunterricht; Leseunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt
Abstract	The purpose of this study was to explore the integration of vidcasts as student-generated products in English as a second language (ESL) classrooms. We collected qualitative data through observations, student artifacts, and semistructured interviews from 16 reading students at a public middle school located in the southwestern United States. Study findings indicate that collaboration on development of vidcasts contributes to student linguistic development by promoting negotiation of meaning, and this activity further enriches learning when students rotate roles and responsibilities. This study also found that students needed to participate in several production and feedback cycles to develop audience awareness. Therefore, products of student thinking should mimic tools used by real-world experts. Finally, students highly value creative freedom and, when given the opportunity, draw from a variety of skills and talents to create unique representations of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01