지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The purpose of this paper is to determine when to use videos for effective foreign language writing. 163 college freshmen participated in the current study. The participants were taking general English class offered by a university in South Korea. The whole experiment was carried out from September to December in 2018. Before the treatment, they were divided into four groups depending on when to watch videos: Group 1 (before class), Group 2 (after class), Group 3 (before and after class), and Group 4 (none). After that, they engaged in video-watching activities for sixteen weeks. Participants" writing performance on the pre- and post-tests was scored holistically using a writing scoring rubric. Findings are as follows: There was a significant mean difference in Group 3, indicating that watching the same videos before and after class can improve foreign language writing. Additionally, Group 2 and 3 significantly outperformed Group 4, suggesting that watching videos after class or before and after class twice plays a more positive role than not watching. Regarding participants" attitudes towards foreign language learning, responses in the three experimental groups were positively observed. Significant group differences were also found related to interest, stress, and anxiety. Based on these results, limitations and suggestions are made.
목차
1. Introduction
2. Literature Review
3. Methodology
4. Results
5. Conclusion
References
참고문헌 (46)
참고문헌 신청
Bahrani, Taher / 2013 / Authentic Language Input for Language Learning in EFL/ESL Contexts / The International Journal of Language Learning and Applied Linguistics World 3(2):67~72
Baltova, Iva / 1999 / Multisensory Language Teaching in a Multidimensional Curriculum: The Use of Authentic Bimodal Video in Core French / Canadian Modern Language Review 56(1):32~48
Britsch, Susan / 2009 / ESOL Educators and the Experience of Visual Literacy / Tesol Quarterly 43(4):710~721
Brinton, Donna. M. / 2001 / Teaching English as a Second or Foreign Language / Heinle and Heinle :459~475
Brook, Jennifer. / 2011 / The Affordances of YouTube for Language Learning and Teaching / Hawaii Pacific University TESOL Working Paper Series 9(1-2):37~56
Baltova, Iva / 1999 / Multisensory Language Teaching in a Multidimensional Curriculum: The Use of Authentic Bimodal Video in Core French / Canadian Modern Language Review 56(1):32~48
Britsch, Susan / 2009 / ESOL Educators and the Experience of Visual Literacy / Tesol Quarterly 43(4):710~721
Brinton, Donna. M. / 2001 / Teaching English as a Second or Foreign Language / Heinle and Heinle :459~475
Brook, Jennifer. / 2011 / The Affordances of YouTube for Language Learning and Teaching / Hawaii Pacific University TESOL Working Paper Series 9(1-2):37~56
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UCI(KEPA) : I410-ECN-0101-2019-701-000901554