Learner Generated Digital Content: From Posters to Videos to Promote Content Acquisition in a Language Class

Autor/inn/en	Lecumberri, Esther; Pastor-González, Victoria
Titel	Learner Generated Digital Content: From Posters to Videos to Promote Content Acquisition in a Language Class
Quelle	(2020), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lecumberri, Esther) ORCID (Pastor-González, Victoria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Video Technology; Second Language Learning; Second Language Instruction; Advanced Courses; Spanish; Visual Aids; Teacher Student Relationship; Task Analysis; Teaching Methods; Learning Strategies; Learner Engagement; College Seniors; International Trade; Business Administration Education; Foreign Countries; Languages for Special Purposes; Simulation; Teamwork; United Kingdom (England) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Fortgeschrittenenunterricht; Spanisch; Anschauungsmaterial; Teacher student relationships; Lehrer-Schüler-Beziehung; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; College; Colleges; Senior; Hochschule; Fachhochschule; Trade; International relations; Handel; Internationale Beziehungen; Ausland; Sprachhandlungsfähigkeit; Simulation program; Simulationsprogramm
Abstract	This article explores the use of Learner Generated Digital Content (LGDC) in the context of advanced Spanish language modules. An approach to learning and teaching frequently used and extensively researched in disciplines such as medicine and natural sciences, LGDC has in recent years made a cautious appearance in the area of modern languages (Lambert, Philp, & Nakamura, 2017). In the present case, LGDC becomes a powerful tool to address the challenge of introducing content acquisition in what is primarily a language module. Through the creation and sharing of a range of archivable learner generated digital material (posters and videos), learners and teachers collaborate to develop a living and open access information resource that can be expanded and used by successive cohorts of students in a cumulative process of knowledge generation and knowledge exchange. Scheduled at different points throughout the term and designed to result in texts of increasing linguistic complexity, these tasks encourage students to engage with the process of content acquisition and provide them with opportunities to practise and refine the linguistic skills required for the successful completion of their final assessment (an individual presentation). The introduction of LGDC in the module teaching and learning strategy led to a noticeable increase in student engagement, as evidenced by the results of questionnaires. [For the complete volume, "Five Years of ELEUK Conferences: A Selection of Short Papers from 2019," see ED606532.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01