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휴대전화로 제작한 동영상이 이공계 학생의 영어 발표수업에 미치는 학습효과

The effects of self-recorded videos on students’ own smartphones in an English presentation class for engineering majors. Multimedia-Assisted Language Learning,

김상경
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2015.09|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제18권 제3호|pp. 142-165|DOI 10.15702/mall.2015.18.3.142

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참고문헌

키워드

mobile learningEnglish presentationself-recorded video on smartphones
주제분류영어와문학

초록

This study explores the effectiveness of self-recorded videos using students’ smartphones to develop English presentation skills. For a three-week period, 17 engineering majors with no previous English presentation training or experience video recorded their performances on their smartphones and utilized them as study materials. Using a mix of quantitative and content analysis, the study showed statistically significant improvement of presentation performances between the mid-term and the final. Content analysis revealed that these engineering majors perceived presentation skills as important to their future careers and everyday communicative abilities. They used video files on their smartphones as a tool for analyzing their performances, reducing weaknesses and enhancing strengths in the presentations, as study materials for upcoming presentation tasks, and as a facilitating tool for self-evaluation of their own performance. The students reported that the current learning experience could be positively transferred to preparing for job interviews or presentation tasks in other courses. The instructor also analyzed students’ self-recorded videos as a critical teaching tool, which enabled feedback to students that was specific and context-based. This study discusses instructional approaches using smartphones to practice and optimize technology-enhanced English presentation skills to any levels of English learners.

Abstract

This study explores the effectiveness of self-recorded videos using students’ smartphones to develop English presentation skills. For a three-week period, 17 engineering majors with no previous English presentation training or experience video recorded their performances on their smartphones and utilized them as study materials. Using a mix of quantitative and content analysis, the study showed statistically significant improvement of presentation performances between the mid-term and the final. Content analysis revealed that these engineering majors perceived presentation skills as important to their future careers and everyday communicative abilities. They used video files on their smartphones as a tool for analyzing their performances, reducing weaknesses and enhancing strengths in the presentations, as study materials for upcoming presentation tasks, and as a facilitating tool for self-evaluation of their own performance. The students reported that the current learning experience could be positively transferred to preparing for job interviews or presentation tasks in other courses. The instructor also analyzed students’ self-recorded videos as a critical teaching tool, which enabled feedback to students that was specific and context-based. This study discusses instructional approaches using smartphones to practice and optimize technology-enhanced English presentation skills to any levels of English learners.

참고문헌 (33)

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