The Effects of Self-recording Videos on the Development of Middle School Students’ EFL Skills in Korea
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The purpose of this study is to identify the perception of EFL learners on how effective Self- recording Video as a learning technique is. In order to do so, 1) the improvement of language skills and 2) the spontaneity of learning as well as its effects on motivation have been examined. During the three months, nine middle school students were asked to choose what they wanted to learn from English clips on YouTube, and make videos of themselves practicing the content selected, emulating the lines from original clips, changing words or sentences, and keeping a detailed journal about challenges encountered and results achieved. After a number of monitoring activities, they had performed, the subjects of the study perceived the improvements in their vocabulary, grammar, idiom knowledge, pronunciation, accent, or syntax. To gather data and analyze it, each time a video was created, participants were asked to fill out a questionnaire with 21 questions, and have interviews. As an analysis tool, the ‘Likert Scale’ and graphs and figures were obtained using Microsoft Excel. As a result, the learners became aware of their own progress, recognizing that their autonomous learning ability and all four language skills slightly improved.
Abstract
The purpose of this study is to identify the perception of EFL learners on how effective Self- recording Video as a learning technique is. In order to do so, 1) the improvement of language skills and 2) the spontaneity of learning as well as its effects on motivation have been examined. During the three months, nine middle school students were asked to choose what they wanted to learn from English clips on YouTube, and make videos of themselves practicing the content selected, emulating the lines from original clips, changing words or sentences, and keeping a detailed journal about challenges encountered and results achieved. After a number of monitoring activities, they had performed, the subjects of the study perceived the improvements in their vocabulary, grammar, idiom knowledge, pronunciation, accent, or syntax. To gather data and analyze it, each time a video was created, participants were asked to fill out a questionnaire with 21 questions, and have interviews. As an analysis tool, the ‘Likert Scale’ and graphs and figures were obtained using Microsoft Excel. As a result, the learners became aware of their own progress, recognizing that their autonomous learning ability and all four language skills slightly improved.
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