Using Smartphones to Create and Deliver Learner-Generated Video Content for Tasks
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참고문헌
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초록
This descriptive study replicates a previous work that examined the efficacy of utilizing film to lead to language production in L2 learners. In the original study, the productive task included a written movie review and the creation of a movie poster. This study sought to replicate those activities in the Korean context and introduced mobile technology paired with QR codes in order to extend the task in the form of a communicative activity. In the extended task, the participants videotaped their reviews and posted them to the Internet where their peers would then access the videos via QR codes printed on the movie posters. The participants would then complete a QR code delivered task based upon the video reviews they watched. The participants were twelve first-year learners in a non-English major program at a mid-sized technical college in South Korea. The data was collected through survey with initial analysis focusing upon aspects of motivation, pedagogy, technology, accessibility, and desirability. The results show that the students found the use of movies for learning English to be motivating, and that the use of smartphones provided a further enjoyable element to the task. In addition, the participants made clear that they would welcome further use of educational m-learning opportunities in the future.
Abstract
This descriptive study replicates a previous work that examined the efficacy of utilizing film to lead to language production in L2 learners. In the original study, the productive task included a written movie review and the creation of a movie poster. This study sought to replicate those activities in the Korean context and introduced mobile technology paired with QR codes in order to extend the task in the form of a communicative activity. In the extended task, the participants videotaped their reviews and posted them to the Internet where their peers would then access the videos via QR codes printed on the movie posters. The participants would then complete a QR code delivered task based upon the video reviews they watched. The participants were twelve first-year learners in a non-English major program at a mid-sized technical college in South Korea. The data was collected through survey with initial analysis focusing upon aspects of motivation, pedagogy, technology, accessibility, and desirability. The results show that the students found the use of movies for learning English to be motivating, and that the use of smartphones provided a further enjoyable element to the task. In addition, the participants made clear that they would welcome further use of educational m-learning opportunities in the future.
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