디지털 복합양식 비디오 프로젝트를 활용한 교양 영어 수업에 대한 사례연구
Digital Multimodal Video Project in a University General English Class : A Case Study
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
디지털 복합양식 글쓰기는 전통적인 단일양식 글쓰기와 달리, 디지털 기술을 활용하여 이미지, 텍스트, 소리, 영상 등 다양한 커뮤니케이션 양식을 결합하여 콘텐츠를 생성하는 방식을 의미한다. 본 연구의목적은 대학 교양 영어 수업에서 디지털 복합양식 글쓰기의 한 형태인 디지털 복합양식 비디오를유튜브 형식으로 제작해보고 이에 대한 학생들의 인식과 반응을 알아보는 것이다. 본 연구에는 총57명의 대학생이 참여하였으며, 설문 조사와 인터뷰를 통해 데이터를 수집하였다. 연구 결과, 디지털복합양식 비디오 프로젝트 경험에 대한 학생들의 인식과 반응은 전반적으로 매우 긍정적인 것으로나타났다. 학생들은 주요 장점으로 영어 실력 향상, 자기주도학습 능력 강화, 그리고 학습의 재미와즐거움을 언급하였다. 그러나 학생들은 명확한 의사전달, 영상 제작 및 편집 기술, 주제 선정과 관련된어려움도 경험한 것으로 나타났다. 마지막으로, 교양 영어 수업에 디지털 복합양식 비디오 프로젝트를활용하기 위한 교육적 함의를 논의하였다.
Abstract
Digital multimodal composing, distinct from traditional unimodal composition, encompasses the integration of variouscommunicative modes- such as text, images, audio, and video- facilitated by digital technology. This study aims to examineuniversity students' perceptions and experiences regarding the creation of YouTube digital multimodal videos, a specific formof digital multimodal composing, within a college-level general English course. A total of 57 university students participatedin the study, with data collected through a combination of surveys and interviews. The findings indicate that the studentsgenerally responded positively to the digital multimodal video project. They reported several benefits, including enhancedEnglish proficiency, increased self-directed learning capabilities, and overall enjoyment of the task. However, the studentsalso encountered significant challenges, particularly in articulating their ideas clearly in English, as well as in the technicalaspects of video production and editing, and in selecting appropriate topics. Pedagogical implications for incorporating digitalmultimodal video projects into university general English classes are discussed.
참고문헌 (35)
- Bae, Y., "Motivating English learners using video project assignments", The Journal of Modern British & American Language & Literature, 37(2), pp.89~113 (2019)
- Bax, S., "CALL-past, present and future", System, 31(1), pp.13~28 (2003)[DOI]
- Bax, S., "Normalisation revisited : The effective use of technology in language education", International Journal of Computer-Assisted Language Learning and Teaching, 1(2), pp.1~15 (2011)[DOI]
- Braun, V., "Using thematic analysis in psychology", Qualitative Research in Psychology, 3(2), pp.77~101 (2006)[DOI]
- Chen, C. W., "Learning through participation : A case study on the affordances of making YouTube tutorial videos", Jaltcall Journal, 16(1), pp.51~67 (2020)
- 최선화, "유튜브 플랫폼을 활용한 교양영어 수업에대한 학습자 인식 연구", 영어어문교육, 29(4), pp.165~185 (2023)
- Early, M., "Multimodality : out from the margins of English language teaching", TESOL Quarterly, 49(3), pp.447~460 (2015)[DOI]
- Elola, I., "Writing with 21 st century social tools in the L2 classroom : New literacies, genres, and writing practices", Journal of Second Language Writing, 36, pp.52~60 (2017)[DOI]
- Hafner, C., "Embedding digital literacies in English language teaching : Students’ digital video projects as multimodal ensembles", TESOL Quarterly, 48(4), pp.655~685 (2014)
- Hafner, C. A., "Digital multimodal composing : How to address multimodal communication forms in ELT", English Teaching, 75(3), pp.133~146 (2020)
- Hafner, C. A., "Fostering learner autonomy in English for science : A collaborative digital video project in a technological learning environment", Language Learning & Technology, 15(3), pp.68~86 (2011)
- 허선영, "소규모 활동에 대한 학습자 만족도 : 영어과제 수행을 중심으로", 학습자중심교과교육연구, 19(13), pp.721~736 (2019)
- Hung, C. -M., "A project-based digital storytelling approach for improving students’learning motivation, problem-solving competence and learning achievement", Educational Technology & Society, 15(4), pp.368~379 (2012)
- Jewitt, C., "Multimodality and literacy in school classrooms", Review of Research in Education, 32, pp.241~267 (2008)[DOI]
- Jiang, L., "The affordances of digital multimodal composing for EFL learning", ELT Journal, 71(4), pp.413~422 (2017)[DOI]
- Jiang, L., "Multimodal composing as a learning activity in English classrooms : Inquiring into the sources of its motivational capacity", System, 59, pp.1~11 (2016)[DOI]
- 강민정, "Z세대가 즐기는 유튜브 채널의 몰입 요인과 특징", 한국콘텐츠학회논문지, 20(2), pp.150~161 (2020)
- Kim, G., "The effects of online remote classes and video recording activities on EFL university students’ English speaking achievements", Multimedia-Assisted Language Learning, 25(4), pp.120~147 (2022)
- Kim, Y., "Multimodal composing and traditional essays : Linguistic performance and learner perceptions", RELC Journal, 51(1), pp.81~100 (2020)[DOI]
- Kim, Y., "Comparing monomodal traditional writing and digital multimodal composing in EAP classrooms : Linguistic performance and writing development", Journal of English for Academic Purposes, 64, pp.1~13 (2023)[DOI]
- Kress, G., "Literacy in the new media age" (2003), Routledge
- Kress, G., "Multimodal discourse:The modes and media of contemporary communication" (2001), Edward Arnold
- 이정은, "모바일을 활용한 대학생 영어 말하기녹음과제의 효과성", 영어영문학연구, 38(1), pp.267~297 (2012)
- , 2022
- Mouratidis, A., "Vitality and interest-enjoyment as a function of class-to-class variation in need-supportive teaching and pupils' autonomous motivation", Journal of Educational Psychology, 103, pp.353~366 (2011)[DOI]
- 박지현, "다중양식 영어자료가 EFL 초등학습자의 영어 능숙도에 미치는 효과: 오디오북 vs. 자막이없는 비디오", 멀티미디어 언어교육, 25(3), pp.88~116 (2022)
- Park, P., "The effects of a project-based digital storytelling program using a video-editing platform", English Language & Literature Teaching, 25(3), pp.105~129 (2019)
- "아마존과 틱톡 추격 따돌리고 빅스크린까지 장악하려는 유튜브" (2023), 류현정[URL]
- Shetzer, H., "Network-based language teaching: Concepts and practice", pp.171~185 (2000), Cambridge University Press
- Sun, Y. -C., "I help, therefore, I learn : Service learning on Web 2. 0 in an EFL speaking class", Computer Assisted Language Learning, 28(3), pp.202~219 (2013)[DOI]
- Sung, E., "Perspectives on an online English pronunciation course and pronunciation error analysis", Studies in Foreign Language Education, 24(1), pp.175~208 (2010)
- Unsworth, L., "English language teaching of attitude and emotion in digital multimodal composition", Journal of Second Language Writing, 47, pp.1~17 (2020)[DOI]
- Wang, X., "Enhancing Chinese EFL students’ academic engagement : The impact of L2 enjoyment and academic motivation", Frontiers in Psychology, 13, pp.914682~ (2022)[DOI]
- Yeh, H. -C., "Exploring the perceived benefits of the process of multimodal video making in developing multiliteracies", Language Learning & Technology, 22, pp.28~37 (2018)[DOI]
- Zhang, H., "Motivation and second foreign language proficiency : The mediating role of foreign language enjoyment", Sustainability, 12(4), pp.1302~ (2020)[DOI]