Maximizing the Benefits of Video-Creation PBLL in the EFL Classroom: A Preliminary Analysis of Factors Associated With Improvement in Oral Proficiency
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Though project-based learning and video creation tasks can be effective in advancing EFL learners’ speaking abilities, few studies have empirically examined what aspects of these tasks help learners. This study aims to determine what factors are associated with greater increases in oral proficiency when L1 Japanese EFL students participate in video-creation project-based language learning. It specifically looks at measures of engagement (participation, number in group, and teamwork), scaffolding (as indicated by quiz scores) and whether or not students took a speaking role in their project. It found that measures of teamwork related to fostering a team climate seemed to be associated with increases in fluency, that quiz scores were highly correlated with increases in complexity, and that taking a speaking role seemed to be associated with improvement in pronunciation accuracy. No association was found between improvement in any measure of oral proficiency and group size or instructor-given participation scores. Based on these results, this study recommends including heavy scaffolding and quizzes, encouraging students to speak actively, and monitoring group work through a teamwork measurement rather than simply relying on participation scores subjectively given by the instructor for the greatest benefits to students when conducting video-creation project-based learning.
Abstract
Though project-based learning and video creation tasks can be effective in advancing EFL learners’ speaking abilities, few studies have empirically examined what aspects of these tasks help learners. This study aims to determine what factors are associated with greater increases in oral proficiency when L1 Japanese EFL students participate in video-creation project-based language learning. It specifically looks at measures of engagement (participation, number in group, and teamwork), scaffolding (as indicated by quiz scores) and whether or not students took a speaking role in their project. It found that measures of teamwork related to fostering a team climate seemed to be associated with increases in fluency, that quiz scores were highly correlated with increases in complexity, and that taking a speaking role seemed to be associated with improvement in pronunciation accuracy. No association was found between improvement in any measure of oral proficiency and group size or instructor-given participation scores. Based on these results, this study recommends including heavy scaffolding and quizzes, encouraging students to speak actively, and monitoring group work through a teamwork measurement rather than simply relying on participation scores subjectively given by the instructor for the greatest benefits to students when conducting video-creation project-based learning.
참고문헌 (30)
- Attar, E. M., "The effects of teaching lexical collocations on speaking ability of Iranian EFL learners", Theory and Practice in Language Studies, 3(6), pp.1070~1079 (2013)[DOI]
- Beckett, G. H., "Project-based second and foreign language education: Past, present and future", pp.3~18 (2006), Information Age
- Beckett, G. H., "The project framework : A tool for language, content and skills integration", ELT Journal, 59(2), pp.108~116 (2005)[DOI]
- (2020)[URL]
- Britton, E., "Assessing teamwork in undergraduate education : A measurement tool to evaluate individual teamwork skills", Assessment & Evaluation in Higher Education, 42(3), pp.378~397 (2017)[DOI]
- Carkin, G., "Drama for pronunciation", Essential Teacher: Compleat Links, 1(5) (2004)
- Coxhead, A., "A new academic word list", TESOL Quarterly, 43(2), pp.212~238 (2000)[DOI]
- de Saint Léger, D., "Learners’ perceptions and attitudes : Implications for willingness to communicate in an L2 classroom", System, 37(2), pp.269~285 (2009)
- Ellis, A. P. J., "An evaluation of generic teamwork skills training with action teams : Effects on cognitive and skill-based outcomes", Personnel Psychology, 58(3), pp.641~672 (2005)[DOI]
- Ellis, R., "Understanding second language acquisition" (1985), Oxford University Press
- Farouck, I., "A project-based language learning model for improving the willingness to communicate of EFL students", Systemics, Cybernetics and Informatics, 14(2), pp.11~18 (2016)
- Foss, P., "Project-based learning activities for short-term intensive English programs", Asian EFL Journal, 23, pp.1~19 (2007)
- Galante, A., "Drama for L2 speaking and language anxiety : Evidence from Brazilian EFL learners", RELC Journal, 49(3), pp.273~289 (2018)[DOI]
- Hardison, D., "Theatre voice training and technology in teaching oral skills : Integrating the components of a speech event", System, 33(4), pp.593~608 (2005)
- Kadir, Z. A., "A study of students’ perceptions of the PBL environment and learning motivation in the effective communication class among undergraduates of faculty of technology management, business and entrepreneurship university tun Hussein on Malaysia (UTHM)", Journal of Techno Social, 5(1) (2013)
- Krause, K. L., "Students’ engagement in first-year university", Assessment and Evaluation in Higher Education, 33(5), pp.493~505 (2008)[DOI]
- Lennon, P., "Investigating fluency in EFL : A quantitative approach", Language Learning, 40(3), pp.387~417 (1990)[DOI]
- Lu, X., "The relationship of lexical richness to the quality of ESL learners’ oral narratives", The Modern Language Journal, 96(2), pp.190~208 (2012)[DOI]
- Miller, L., "Language learning beyond the classroom", pp.212~222 (2014), Routledge
- Raba, A., "The influence of think-pair-share(TPS)on improving students’ oral communication skills in EFL classrooms", Creative Education, 8, pp.12~23 (2017)[DOI]
- Samana, W., "Teacher’s and student’s scaffolding in an EFL classroom", Academic Journal of Interdisciplinary Studies, 2(8), pp.338~343 (2013)[DOI]
- Skehan, P., "Modelling second language performance : Integrating complexity, accuracy, fluency, and lexis", Applied Linguistics, 30(4), pp.510~532 (2009)[DOI]
- Skehan, P., "Planning and task performance in a second language", pp.111~141 (2014), John Benjamins
- "ATEM Journal", 2019, 3~16
- Spring, R., "Can video-creation project work affect students’ oral proficiency? An analysis of fluency, complexity and accuracy", The Electronic Journal for English as a Second Language, 24(2), pp.1~17 (2020)
- Spring, R., "Using multimedia tools to objectively rate the pronunciation of L1Japanese EFL learners", ATEM Journal, 25, pp.113~124 (2020)
- Spring, R., "Factors associated with improvement in oral fluency when using video-synchronous mediated communication with native speakers", Foreign Language Annals, 52(1), pp.87~100 (2019)[DOI]
- Tanveer, M., "Investigation of the factors that cause language anxiety for ESL", EFL learners in learning speaking skills and the influence it casts on communication in the target language, University of Glasgow, 2007
- Tavakoli, P., "Planning and task performance in a second language", pp.239~273 (2005), John Benjamins
- Vygotsky, L., "Mind in society" (1978), Harvard University Press