Pedagogical Applications of Vlogs: An Investigation into ESP Learners' Perceptions

Autor/in	Hung, Shao-Ting
Titel	Pedagogical Applications of Vlogs: An Investigation into ESP Learners' Perceptions
Quelle	In: British Journal of Educational Technology, 42 (2011) 5, S.736-746 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2010.01086.x
Schlagwörter	Feedback (Response); Web Sites; Student Attitudes; Learning Processes; English for Special Purposes; Teaching Methods; Student Journals; Reflection; Second Language Instruction; Problems; Instructional Effectiveness; Educational Technology; Computer Assisted Instruction; Student Surveys; Video Technology; Electronic Publishing; Questionnaires + Suchen Sie Ihr Suchwort? Web-Design; Schülerverhalten; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Studentenzeitung; Fremdsprachenunterricht; Problemsituation; Unterrichtserfolg; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Schülerbefragung; Elektronisches Publizieren; Fragebogen
Abstract	This study set out to examine the implementation of a video blog (vlog) project in an English for Specific Purposes (ESP) course that aimed to increase students' opportunities to use the target language. Specifically, it explored students' perceptions towards vlogs and analysed the advantages and disadvantages of vlogs as identified by the students. Data sources included an attitude survey, an open-ended questionnaire, student interviews, written peer feedback, video clips in vlogs and reflective journals. The results indicated that firstly, the students favourably perceived the vlog project because vlogs not only helped them organise and reflect on their learning products, but also allowed them to archive their learning processes. Second, they reported a number of advantages associated with vlogging, such as visual representation, relief from time constraints, self-evaluation, professional development, wider audience, peer learning and technical capability. Third, in the opinion of the students, the challenges compromising the effectiveness of the vlog project involved technical difficulties, affective interferences, weak linkage to real-time communication and time issues. In light of these findings, the researcher proposes two pedagogical implications for ESP instructional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10