When is the Best Time to Watch Videos? A Study on Video Watching for Foreign Language Writing
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The purpose of this paper is to determine when to use videos for effective foreign language writing. 163 college freshmen participated in the current study. The participants were taking general English class offered by a university in South Korea. The whole experiment was carried out from September to December in 2018. Before the treatment, they were divided into four groups depending on when to watch videos: Group 1 (before class), Group 2 (after class), Group 3 (before and after class), and Group 4 (none). After that, they engaged in video-watching activities for sixteen weeks. Participants' writing performance on the pre- and post-tests was scored holistically using a writing scoring rubric. Findings are as follows: There was a significant mean difference in Group 3, indicating that watching the same videos before and after class can improve foreign language writing. Additionally, Group 2 and 3 significantly outperformed Group 4, suggesting that watching videos after class or before and after class twice plays a more positive role than not watching. Regarding participants' attitudes towards foreign language learning, responses in the three experimental groups were positively observed. Significant group differences were also found related to interest, stress, and anxiety. Based on these results, limitations and suggestions are made.
Abstract
The purpose of this paper is to determine when to use videos for effective foreign language writing. 163 college freshmen participated in the current study. The participants were taking general English class offered by a university in South Korea. The whole experiment was carried out from September to December in 2018. Before the treatment, they were divided into four groups depending on when to watch videos: Group 1 (before class), Group 2 (after class), Group 3 (before and after class), and Group 4 (none). After that, they engaged in video-watching activities for sixteen weeks. Participants' writing performance on the pre- and post-tests was scored holistically using a writing scoring rubric. Findings are as follows: There was a significant mean difference in Group 3, indicating that watching the same videos before and after class can improve foreign language writing. Additionally, Group 2 and 3 significantly outperformed Group 4, suggesting that watching videos after class or before and after class twice plays a more positive role than not watching. Regarding participants' attitudes towards foreign language learning, responses in the three experimental groups were positively observed. Significant group differences were also found related to interest, stress, and anxiety. Based on these results, limitations and suggestions are made.
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