Perceptions of Collaborative Video Projects in the Language Classroom: A Qualitative Case Study

Autor/in	Jung, Christina Dahee
Titel	Perceptions of Collaborative Video Projects in the Language Classroom: A Qualitative Case Study
Quelle	In: International Journal of Instruction, 14 (2021) 4, S.301-320 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Cooperative Learning; Video Technology; Technology Integration; Student Projects; Student Attitudes; College Students; Private Colleges; Late Adolescents; English (Second Language); Second Language Instruction; Second Language Learning; Instructional Effectiveness; Learning Motivation; Self Efficacy; Value Judgment; Skill Development; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Schulprojekt; Schülerverhalten; Collegestudent; Privathochschule; Halbstarker; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Unterrichtserfolg; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Werturteil; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Korea; Republik
Abstract	The motivation of language learners is a crucial aspect of effective teaching in the language classroom. Allowing students to interactively experience technology-enhanced learning activities whereby they design, organize, and create collaborative projects such as video-recorded role plays, dialogues, and short films is one motivational approach. The objective of this qualitative case study is to explore the perceptions of post-secondary English-as-a-Foreign-Language (EFL) students on how their collaborative experiences of creating video projects influence their motivation to learn English. This qualitative case study utilizes semi-structured interviews, researcher's field notes, and student artefacts to explore the perceptions and experiences of eight students. Findings reveal that the perceptions of the participants are generally positive with regards to video project collaboration. Furthermore, results also show that self-efficacy and task value are important sociocognitive constructs that impact the language learners' motivational orientation. The results of this study provide new understandings of how technology-enhanced approaches to learning enhance learner motivation in postsecondary EFL learners. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01