Teaching English through Vlogging and In-class Presentation: A Preliminary Comparative Study
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This case study aims to find out the differences between in-class presentation and vlogging by comparing the scores of the five presentation assignments by high school students. The findings revealed that the vlogging group showed higher presentation grades as the study progressed in the categories of grammar, elocution and speed, eye contact, and non-verbal communication compared to their peers who did presentations in class. However, the confidence scores were higher for the in-class presentation group in the beginning but ended up the same for both groups in the last assignment. To find out the student’s perceptions about presenting in class and vlogging, a survey was administered. All the participants regardless of the groups they were in said that they feel more confident after the presentation assignments and thought their English speaking skills have improved after the oral presentations. The students in the vlogging group seemed to prefer using cell phones to record their presentations and the in-class presentation group seemed to like giving presentations to a live audience except one student who said she prefers vlogging. Therefore, this study suggests using both methods in an English class or giving options to students to choose the form of presentation but suggests that vlogging may have better results.
Abstract
This case study aims to find out the differences between in-class presentation and vlogging by comparing the scores of the five presentation assignments by high school students. The findings revealed that the vlogging group showed higher presentation grades as the study progressed in the categories of grammar, elocution and speed, eye contact, and non-verbal communication compared to their peers who did presentations in class. However, the confidence scores were higher for the in-class presentation group in the beginning but ended up the same for both groups in the last assignment. To find out the student’s perceptions about presenting in class and vlogging, a survey was administered. All the participants regardless of the groups they were in said that they feel more confident after the presentation assignments and thought their English speaking skills have improved after the oral presentations. The students in the vlogging group seemed to prefer using cell phones to record their presentations and the in-class presentation group seemed to like giving presentations to a live audience except one student who said she prefers vlogging. Therefore, this study suggests using both methods in an English class or giving options to students to choose the form of presentation but suggests that vlogging may have better results.
참고문헌 (18)
- Aran, O, "Broadcasting oneself : Visual discovery of vlogging styles", IEEE Transactions on Multimedia, 16(1), pp.201~215 (2014)
- Bandura, A, "Social foundations of thought and action: A social cognitive theory" (1986), Prentice Hall
- Brinton, D, "Teaching English as a Second or Foreign Language", pp.459~475 (2001)
- Clifton, A, "Can YouTube enhance student nurse learning", Nurse Education Today, 31(4), pp.311~313 (2011)
- Gao, W, "Vlogging : A survey of video-blogging technology on the Web", ACM Computing Surveys(CSUR), 42(4), pp.15~ (2010)
- Grez, L, "The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education", Computers and Education, 53, pp.112~120 (2009)
- Hung, S, "Pedagogical applications of vlogs : An investigation into ESP learners’ perceptions", British Journal of Educational Technology, 42(5), pp.736~746 (2011)
- Hsu, H, "Using audio blogs to assist English-language learning : An investigation into student perception", Computer Assisted Language Learning, 21(2), pp.181~198 (2008)
- 장병용, "외국어 교육의 스마트러닝 적용방안 연구", 언어과학연구, (72), pp.377~396 (2015), 언어과학회
- June, S, "Assessing the use of YouTube videos and interactive activities as a critical thinking stimulator for tertiary students : An action research", International Education Studies, 7(8), pp.56~67 (2014)
- 정세화, "Research Trends in Using Blogs for Second", Foreign Language Learning and Teaching, 2018, pp.21(4), 57~81[DOI]
- Lee, E, "Student presentation as a means of learning English for upper intermediate to advanced level students", Journal of Pan-Pacific Association of Applied Linguistics, 12(1), pp.47~60 (2008)
- 문도식, "스마트폰과 음성합성을 활용한 영어 말하기 과제의 개발과 평가", 한국인터넷방송통신학회 논문지, 16(5), pp.13~20 (2016), 한국인터넷방송통신학회[DOI]
- Shih, R, "Blended learning using video-based blogs: Public speaking for English as a second language students", Australasian Journal of Educational Technology, 26(6), pp.883~897 (2010)
- Sun, Y, "Voice blog: An exploratory study of language learning", Language Learning & Technology, 13(2), pp.88~81 (2009)[DOI]
- Wang, Y, "Communication-orientation in freshman English curriculum: A new response", Proceedings of the 12th Conference on English Teaching and Learning in the Republic of China, pp.588~598 (2003)
- "Oral presentation rubric" (2013)[URL]
- "Student oral language observation/Retrievedfrom" (2018)[URL]