Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-05T14:37:39.022Z Has data issue: false hasContentIssue false
  • English
  • Français

Developing students’ linguistic and digital literacy skills through the use of multimedia presentations

Published online by Cambridge University Press:  16 April 2021

Baohua Yu Open the ORCID record for Baohua Yu [Opens in a new window]  and
Artem Zadorozhnyy Open the ORCID record for Artem Zadorozhnyy [Opens in a new window]
Baohua Yu
Affiliation:
The Education University of Hong Kong, Hong Kong SAR, China ([email protected])
Artem Zadorozhnyy
Affiliation:
The Education University of Hong Kong, Hong Kong SAR, China ([email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

With the immense presence of English language video content in the online digital environment and students’ everyday exposure to multimedia content, this project aims to explore how to replace traditional in-class presentation with video presentation within an autonomous learning environment, examine the impact of doing so on the development of English language and digital literacy skills, and develop assessment rubrics at both individual and group levels. The project was conducted as part of an English language course for undergraduate students majoring in English in the context of a higher education institution in Hong Kong. Data were collected through multiple methods: survey questionnaires, open-ended questions, and face-to-face interviews. The results showed that the video production mode of presentation could not only replace traditional in-class presentation but also improve students’ learning autonomy, and language, collaborative, and digital literacy skills. The analysis of videos elucidated how the video production (VPR) group of students use multimodal semiotic resources to design their relationships with viewers while simultaneously adapting their discoursal identities. In addition, the comparison between VPR- and non-VPR-group presentations demonstrates that constructing audio-visual resources in a collaborative environment contributes to a variety of aspects to a higher extent. Implications for foreign language curriculum and instructional design, as well as recommendations for future studies of digitalization of students’ oral assessment tasks, are discussed.

Keywords

English language acquisitiondigital affordancesdigital literacy skillsmultimedia presentationsvideo production
Type
Research Article
Information
ReCALL , Volume 34 , Issue 1 , January 2022 , pp. 95 - 109
Check for updates
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of European Association for Computer Assisted Language Learning

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, M. & Jiang, J. (2018) Teens, social media & technology 2018. Washington: Pew Research Center.Google Scholar
Arndt, H. L. & Woore, R. (2018) Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(3): 124–142. https://doi.org/10125/44660 Google Scholar
Austen, L., Parkin, H. J., Jones-Devitt, S., McDonald, K. & Irwin, B. (2016) Digital capability and teaching excellence: An integrative review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL). Gloucester: The Quality Assurance Agency for Higher Education.Google Scholar
Bajrami, L. & Ismaili, M. (2016) The role of video materials in EFL classrooms. Procedia - Social and Behavioral Sciences, 232: 502–506. https://doi.org/10.1016/j.sbspro.2016.10.068 CrossRefGoogle Scholar
Chen, L. (2009) A study of EFL graduate students’ oral presentation anxiety. National Chung Cheng University, Taiwan, China, unpublished master’s thesis.Google Scholar
Cope, B. & Kalantzis, M. (eds.) (2016) A pedagogy of multiliteracies: Learning by design. London: Palgrave Macmillan. https://doi.org/10.1057/9781137539724 CrossRefGoogle Scholar
Creswell, J. W. (2012) Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education.Google Scholar
Early, M., Kendrick, M. & Potts, D. (2015) Multimodality: Out from the margins of English language teaching. TESOL Quarterly, 49(3): 447–460. https://doi.org/10.1002/tesq.246 CrossRefGoogle Scholar
Evans, C. (2008) The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2): 491–498. https://doi.org/10.1016/j.compedu.2007.09.016 CrossRefGoogle Scholar
Gabillon, Z. & Ailincai, R. (2017) Using video recorded corpus to analyze classroom interactions in elementary school EFL classes. TOJET Special Issue for ITEC 2017, 949–969.Google Scholar
Gong, Q., Kawasaki, K., Yeung, W. L., Zhang, G. & Dobinson, T. (2019) Students’ perceptions of the use of video recording in additional language oral assessments. In Dobinson, T. & Dunworth, K. (eds.), Literacy unbound: Multiliterate, multilingual, multimodal. Cham: Springer, 133–152. https://doi.org/10.1007/978-3-030-01255-7_8 CrossRefGoogle Scholar
Greene, H. & Crespi, C. (2012) The value of student created videos in the college classroom: An exploratory study in marketing and accounting. International Journal of Arts & Sciences, 5(1): 273–283.Google Scholar
Gromik, N. A. (2012) Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58(1): 223–230. https://doi.org/10.1016/j.compedu.2011.06.013 CrossRefGoogle Scholar
Hafner, C. A. (2014) Embedding digital literacies in English language teaching: Students’ digital video projects as multimodal ensembles. TESOL Quarterly, 48(4): 655–685. https://doi.org/10.1002/tesq.138 CrossRefGoogle Scholar
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.Google Scholar
Hawley, R. & Allen, C. (2018) Student-generated video creation for assessment: Can it transform assessment within higher education? International Journal for Transformative Research, 5(1): 1–11. https://doi.org/10.2478/ijtr-2018-0001 CrossRefGoogle Scholar
Holec, H. (1988) Autonomy and self-directed learning: Present fields of application. Strasbourg: Council of Europe.Google Scholar
Kao, P.-C. & Craigie, P. (2018) Second or foreign language public speaking anxiety in higher education. Journal of Social Sciences and Humanities, 1(1): 72–77.Google Scholar
Koc, M. (2011) Let’s make a movie: Investigating pre-service teachers’ reflections on using video-recorded role playing cases in Turkey. Teaching and Teacher Education, 27(1): 95–106. https://doi.org/10.1016/j.tate.2010.07.006 CrossRefGoogle Scholar
Koo, T. K. & Li, M. Y. (2016) A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2): 155–163. https://doi.org/10.1016/j.jcm.2016.02.012 CrossRefGoogle ScholarPubMed
Kress, G. & Selander, S. (2012) Multimodal design, learning and cultures of recognition. The Internet and Higher Education, 15(4): 265–268. https://doi.org/10.1016/j.iheduc.2011.12.003 CrossRefGoogle Scholar
Kukulska-Hulme, A., Lee, H. & Norris, L. (2017) Mobile learning revolution: Implications for language pedagogy. In Chapelle, C. A. & Sauro, S. (eds.), The Handbook of Technology and Second Language Teaching and Learning. Hoboken: John Wiley & Sons, 217–233. https://doi.org/10.1002/9781118914069.ch15 CrossRefGoogle Scholar
Laaser, W. & Toloza, E. A. (2017) The changing role of the educational video in higher distance education. The International Review of Research in Open and Distributed Learning, 18(2): 264–276. https://doi.org/10.19173/irrodl.v18i2.3067 CrossRefGoogle Scholar
Lai, C. (2017) Autonomous language learning with technology: Beyond the classroom. London: Bloomsbury Academic.Google Scholar
Lai, C. & Zheng, D. (2018) Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3): 299–318. https://doi.org/10.1017/S0958344017000258 CrossRefGoogle Scholar
Lee, G. & Wallace, A. (2018) Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1): 62–84. https://doi.org/10.1002/tesq.372 CrossRefGoogle Scholar
Nikitina, L. (2011) Creating an authentic learning environment in the foreign language classroom. International Journal of Instruction, 4(1): 33–46.Google Scholar
Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E. & Gurrea, R. (2016) The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254–269. https://doi.org/10.1016/j.compedu.2016.01.007 CrossRefGoogle Scholar
Prensky, M. (2001) Digital natives, digital immigrants Part 1. On the Horizon, 9(5): 1–6. https://doi.org/10.1108/10748120110424816 Google Scholar
Reeves, T., Caglayan, E. & Torr, R. (2017) Don’t shoot! Understanding students’ experiences of video-based learning and assessment in the arts. Video Journal of Education and Pedagogy, 2(1): 1–13. https://doi.org/10.1186/s40990-016-0011-2 CrossRefGoogle Scholar
Richardson, V. (2005) Constructivist teaching and teacher education: Theory and practice. In Constructivist teacher education. Falmer Press, 13–24.CrossRefGoogle Scholar
Saldaña, J. (2016) The coding manual for qualitative researchers (3rd ed.). London: SAGE.Google Scholar
Sanou, B. (2017) ICT facts and figures. Geneva: International Telecommunication Union. https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf Google Scholar
Schuck, S. & Kearney, M. (2006) Capturing learning through student-generated digital video. Australian Educational Computing, 21(1): 15–20.Google Scholar
Shao, Y., Yan, G., Zhou, Y., Lu, J. & Liu, Y. (2016 ) The construction of informatization for the large-scale instrument and equipment training. In Proceedings of the International Conference on Electronic Information Technology and Intellectualization (ICEITI 2016). Lancaster: DEStech Publications, 172–177. https://doi.org/10.12783/dtcse/iceiti2016/6132 Google Scholar
Shrout, P. E. & Fleiss, J. L. (1979) Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2): 420–428. https://doi.org/10.1037/0033-2909.86.2.420 CrossRefGoogle ScholarPubMed
Stanley, D. & Zhang, J. (2018) Student-produced videos can enhance engagement and learning in the online environment. Online Learning, 22(2): 5–26. https://doi.org/10.24059/olj.v22i2.1367 CrossRefGoogle Scholar
Toland, S. H., Mills, D. J. & Kohyama, M. (2016) Enhancing Japanese university students’ English-language presentation skills with mobile-video recordings. The JALT CALL Journal, 12(3): 179–201. https://doi.org/10.29140/jaltcall.v12n3.207 CrossRefGoogle Scholar
Vygotsky, L. S. (1980) Mind in society: The development of higher psychological processes. Harvard university press.CrossRefGoogle Scholar
Zadorozhnyy, A. & Yu, B. (2019) The importance of informal digital learning practices for English language acquisition. In Colpaert, J., Aerts, A., Ma, Q. & Fung King, J. L. (eds.), Social CALL: Proceedings of the XXth International CALL Research Conference. University of Antwerp, Belgium, 350–358. https://www.academia.edu/39830239/Quality_Matters_in_Blended_Course_Design_and_Development Google Scholar
Supplementary material: File

Yu and Zadorozhnyy supplementary material

Yu and Zadorozhnyy supplementary material

Download Yu and Zadorozhnyy supplementary material(File)
File 26.8 KB