Critical Pedagogy as an Approach to Multimodal Video Projects in Korean English Education Classrooms
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This paper reports on a qualitative study investigating the utility of multimodal approaches to pedagogy at a Department of English Education at a Korean University in a Multimedia English Education course. The course was a workshop course where students formed groups to construct multimodal video representations and digital storytelling videos using student chosen topics on important Korean and international social issues. Applying critical pedagogy (CP) as an approach to instructor-student interactions (Kincheloe, 2004), the researcher regularly joined student group discussions to participate in each group’s practice of inquiry into their topics and the construction of their multimodal video representations. Field notes were recorded including observations of student working behavior and group discussions in order to determine the types of subjects students favored, how multimodal video projects affected student language learning, how these projects affected student engagement, and how they affected students’ development of critical thinking skills. Results of the study found that the CP approach applied reduced student language fear and cultural knowledge, facilitated student engagement, and the development of critical thinking skills. The results of this study suggest the utility of using CP approaches to multimodal pedagogy in secondary and tertiary English Education classrooms.
Abstract
This paper reports on a qualitative study investigating the utility of multimodal approaches to pedagogy at a Department of English Education at a Korean University in a Multimedia English Education course. The course was a workshop course where students formed groups to construct multimodal video representations and digital storytelling videos using student chosen topics on important Korean and international social issues. Applying critical pedagogy (CP) as an approach to instructor-student interactions (Kincheloe, 2004), the researcher regularly joined student group discussions to participate in each group’s practice of inquiry into their topics and the construction of their multimodal video representations. Field notes were recorded including observations of student working behavior and group discussions in order to determine the types of subjects students favored, how multimodal video projects affected student language learning, how these projects affected student engagement, and how they affected students’ development of critical thinking skills. Results of the study found that the CP approach applied reduced student language fear and cultural knowledge, facilitated student engagement, and the development of critical thinking skills. The results of this study suggest the utility of using CP approaches to multimodal pedagogy in secondary and tertiary English Education classrooms.
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