Title: Exploring the Effects of a YouTube-style Video Making Task in an Online English Communication Course
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Live-Stream Presentation
Authors:
Mariko Takahashi, Setsunan University, Japan
Abstract:
This study investigated the effects of a YouTube-style video making task in an English communication course with a soft CLIL approach. The primary purpose was to explore its effects for language learning and content learning, and the subsidiary purpose was to examine its feasibility in an online format. Participants were 53 students from four English communication classes at two universities in Japan. In relation to the units on media studies and online communities, participants planned and shot a video of any genre they could find on YouTube and edited it with an application to produce a video with a detailed English narration. They also watched the videos together and commented on each other’s video. In total, 47 videos including two pair projects and two group projects were produced (15689 tokens, 2631 types, 178 minutes 32 seconds in total; average TTR: 47.5%). The narration and subtitles were analyzed linguistically (e.g., word types, expressions, grammatical features, pronunciation) to explore the extent the task enabled students to demonstrate their productive skills of English and to identify the areas which would require further linguistic instruction. Paralinguistic features were also included in the analysis. In addition, the contents of the videos (e.g., vlogs, cooking, product reviews) and the written feedback on the accompanying worksheets were analyzed to assess the effectiveness of this task for content learning. The results indicate that making YouTube-style videos is an engaging and beneficial task and can produce a highly positive learning experience even when the course is held online.
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