Digital video creation: An alternative improving oral performance in teaching English as a Foreign Language
Keywords:
digital video creation, EFL, practice, oral performance, improvement
Abstract
This paper reports the findings from an action-based case study conducted with a convenience sample including 42 students encouraged by their teacher to create digital videos as an additional practice tool to improve their oral performance in English as a Foreign Language. The students recorded themselves giving a 10-minute talk following their teacher’s instructions. The comparison of the students’ oral performance between the oral exam at the end of the fourth semester and the oral exams at the end of the previous three semesters provided evidence of improvement in the students’ oral performance in the fourth semester due to the digital videos the students created. The students also completed a questionnaire focusing on their opinions about the additional tool to practice their oral performance. The analyses of the obtained results indicate a positive effect of digital videos created by students both on their oral performance as well as their attitude to digital video creation. The pedagogical implications of this study suggest three main applications of digital videos: a) practice tool to help students improve their oral performance in English, b) feedback tool to help teachers provide students with feedback on areas that need improvement and c) assessment tool to help teachers evaluate their students’ speaking skills.
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Yeh, H.-C., Heng, L., & Tseng, S.-S. (2021). Exploring the impact of video making on students’ writing skills. Journal of Research on Technology in Education, 53(4), 446–456. https://doi.org/10.1080/15391523.2020.1795955
Allen, M. (2017). The SAGE encyclopedia of communication research methods. SAGE. https://dx.doi.org/10.4135/9781483381411.n388
Alley-Young, G. (2017). Creating digital videos in an ESL learning community to develop communication skills and content area knowledge. In S. P. Ferris & H. A. Wilder (Eds.), Unplugging the classroom. Teaching with technologies to promote students’ lifelong learning (pp. 13–36). Chandos Publishing. https://doi.org/10.1016/B978-0-08-102035-7.00002-3
Author. (2020).
Brown, D. H. (2001). Teaching by principles: An interactive approach to language pedagogy. Longman.
Carey, M. D., Rugins, O., & Grinder, P. R. (2023). Investigating the effects of varying Accelarative Integrated Method instruction on spoken recall accuracy: A case study with junior primary learners of French. International Review of Applied Linguistics in Language Teaching. Online. https://doi.org/10.1515/iral-2023-0001
Carter, R., & Nunan, D. (2010). Teaching English to speakers of other languages. Cambridge University Press. https://doi.org/10.1017/CBO9780511667206
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Council of Europe. https://rm.coe.int/16802fc1bf
Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2015). Does a speaking task affect second language comprehensibility? Modern Language Journal, 99. 80–95. http://dx.doi.org/10.1111/modl.12185
Dawson, P. (2017). Assessment rubrics: Towards clearer and more replicable design, research and practice. Assessment and Evaluation in Higher Education, 42(3), 347–360. https://doi.org/10.1080/02602938.2015.1111294
Duman, G., Orhon, G., & Gedik, N. (2014). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197–216. https://doi.org/10.1017/S0958344014000287
Férez Mora, A. P., & Coyle, Y. (2023). Videoed storytelling in primary education EFL: Exploring trainees’ digital shift. International Review of Applied Linguistics in Language Teaching. Online. https://doi.org/10.1515/iral-2022-0191
Fulcher, G. (2012). Scoring performance tests. In G. Fulcher & F. Davidson (Eds.), The Routledge handbook of language testing, (pp. 378–392). Routledge.
Fulcher, G. (2017). Criteria for evaluating language quality. In E. Shohamy (Ed.), Language testing and assessment, (pp. 179–192). Springer.
García Mayo, M. P., & Hidalgo, M. A. (2017). L1 use among young EFL mainstream and CLIL learners in task-supported interaction. System, 67, 132–145. https://doi.org/10.1016/j.system.2017.05.004
Goldstein, B., & Driver, P. (2015). Language learning with digital video. Cambridge University Press.
Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86.
Harmer, J. (2015). The practice of English language teaching. 5th edition. Pearson Education ESL.
Hervas, G., Medina, J. L., & Sandin, M. P. (2020). Participants’ views on the use of video in lesson study in higher education in Spain: An exploratory multiple case study. Journal of Research on Technology in Education, 52, 461–473. https://doi.org/10.1080/15391523.2020.1734509
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi.org/10.1017/S0267190501000071
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Hsieh, Y. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33(5–6), 567–589. https://doi.org/10.1080/09588221.2019.1577898
Lantolf, J. P. (2007). Sociocultural theory: A unified approach to L2 learning and teaching. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 693–700). Springer US.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Pappamihiel, N. E. (2002). English as a Second Language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 36. 327–355.
Pitura, J. (2022). Developing L2 speaking skills in English-medium EFL higher education, Innovation in Language Learning and Teaching, 16(2), 118–143. https://doi.org/10.1080/17501229.2021.1884688
Schreiber, L. M., Paul, G. D., & Shibley, L. R. (2012). The development and test of the Public Speaking Competence Rubric. Communication Education, 61(3), 205–233. https://doi.org/10.1080/03634523.2012.670709
Simoncini, K., Pamphilon, B., & Smith, H. (2021). Learning from teachers like us: Using video to move beyond ‘secret knowledge’ in Papua New Guinea elementary teacher professional development. Teachers and Teaching, 27(1–4), 48–63. https://doi.org/10.1080/13540602.2021.1920908
Soars, L., & Soars, J. (2017a). New Headway - intermediate. Oxford University Press.
Soars, L., & Soars, J. (2017b). New Headway - upper intermediate. Oxford University Press.
Tseng, S.-S., & Yeh, H.-C. (2019). The impact of video and written feedback on student preferences of English speaking practice. Language Learning & Technology, 23(2), 145–158. https://doi.org/10125/44687
Thurnbury, S. (2005). How to teach speaking. Pearson Education.
Yang, H. (2021). Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education. System, 96. Article 102401. https://doi.org/10.1016/j.system.2020.102401
Yeh, H.-C., Heng, L., & Tseng, S.-S. (2021). Exploring the impact of video making on students’ writing skills. Journal of Research on Technology in Education, 53(4), 446–456. https://doi.org/10.1080/15391523.2020.1795955