Exploring the perceived benefits of self-produced videos for developing oracy skills in digital media environments

Bóbkina, Jelena; Romero, Elena Domínguez

doi:10.1080/09588221.2020.1802294

Cited by 18 publications

(11 citation statements)

References 25 publications

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“…This underscored a personalized and reflective aspect in their language development journey. In conclusion, the interplay of diverse activities, individualized approaches, and self-assessment contributes to a nuanced understanding of how EFL pre-service teachers enhance their speaking skills through digital storytelling (Fu et al, 2021;James et al, 2019;Sam & Hashim, 2022;Hava, 2021;Bobkina & Romero, 2020).…”

Section: Activities Undertaken By the Pre-service Teachers To Practic...mentioning

confidence: 99%

“…Participants diversified activities to encompass writing, listening, and reading, showcasing a holistic language learning approach. Notably, independent evaluations differentiated individual digital storytelling from group activities, as participants tailored experiences to their strengths without external influences (Bobkina & Romero, 2020).…”

Section: Activities Undertaken By the Pre-service Teachers To Practic...mentioning

confidence: 99%

“…Contrary to common peer assessment practices, participants self-assessed their speaking skills, identifying areas for improvement independently (Bobkina & Romero, 2020). This underscored a personalized and reflective aspect in their language development journey.…”

Section: Activities Undertaken By the Pre-service Teachers To Practic...mentioning

confidence: 99%

“…In addition, the activity of creating digital storytelling indicates an increase in vocabulary choice and pronunciation in students' speaking skills. Because there are activities that can be repeated and can be edited from digital storytelling activities students can learn from their mistakes (Bobkina & Romero, 2020).…”

Section: Introductionmentioning

confidence: 99%

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EFL Pre-Service Teachers’ Experiences in Speaking through a Digital Storytelling Project

Risdayani,

Limbong,

Sunggingwati

2024

JETL

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This study delves into the experiences of EFL pre-service teachers engaging in a digital storytelling project to practice their speaking, with a focus on exploring significant learning outcomes through Fink’s 2003 theory. This qualitative case study utilized semi-structured interviews and project reports as instruments, collecting data from five EFL pre-service teachers at Mulawarman University Samarinda through purposeful sampling. Thematic analysis was employed to analyze the data. Four major themes emerged from the data's thematic analysis, which encompassed the experiences of the participants: participation in the process of creating digital stories, focused speaking exercises, integration of other language abilities, and self-evaluation techniques. These themes also brought attention to the participants' learnings about digital storytelling for public speaking, the difficulties they faced, and the spectrum of emotions they went through. Furthermore, the significant learning outcomes they experienced were marked by an improvement in speaking skills and the establishment of speaking habits. Participants also gained insight into the relationship between activities such as writing scripts, recording, and reading for text reviews, all of which contributed to practicing their speaking. This project fosters self-awareness, enhances understanding of others, and instils an interest in undertaking similar projects in the future. Demonstrated ongoing learning highlights the impact of digital storytelling beyond technical skills, serving as a valuable tool for speaking practice.

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Section: Activities Undertaken By the Pre-service Teachers To Practic...mentioning

confidence: 99%

Section: Activities Undertaken By the Pre-service Teachers To Practic...mentioning

confidence: 99%

Section: Activities Undertaken By the Pre-service Teachers To Practic...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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EFL Pre-Service Teachers’ Experiences in Speaking through a Digital Storytelling Project

Risdayani,

Limbong,

Sunggingwati

2024

JETL

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“…Что касается создания видео в процессе изучения иностранного языка, то предыдущие исследования показали, что производство видео столь же полезно, как и просмотр видео, помогая изучать язык. Помимо улучшения разговорных навыков [3], создание видео помогает заметно обогатить словарный запас обучающихся [4].…”

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Creating Videos in the Process of Teaching a Foreign Language at University

Dmitriev¹,

Mityurnikova²,

Nedozrelova³

2022

СПНО (MPSE)

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В статье рассматривается возможность использования видео в процессе обучения иностранному языку. Проанализировав работы, посвященные данной проблеме, авторы отмечают, что использование видео подразумевает не только его просмотр и выполнение последующих упражнений. Обучающиеся могут создавать собственные видеоролики в процессе изучения конкретной дисциплины. В данной статье представлено описание практического опыта создания видеороликов в процессе обучения иностранному языку в вузе. Во время изучения дисциплины «История изучаемого языка» студенты 3 курса приняли решение создавать собственные видеоролики для лучшего усвоения материала. Благодаря собственному опыту группа студентов стала победителем в исследовательском проекте «Ректорские гранты», в рамках которого проведено данное исследование. В ходе исследования студенты совместно с преподавателем создали несколько видеороликов, разработали рекомендации по монтажу составных частей видеоролика. Также в статье освещены основные этапы создания видео: вводный этап, этап подготовки и этап монтажа и показа. С помощью письменных отзывов и интервью были получены данные о восприятии студентами создания собственных видеороликов. Результаты исследования показали, что студенты положительно оценивают влияние создания видео на изучение английского языка. Данный процесс улучшил их навыки разговорной речи, письма, аудирования и произносительные навыки. Результаты также свидетельствуют о том, что создание видео повышает мотивацию студентов к дальнейшему изучению английского языка. Ключевые слова: создание видео, видеоролик, иностранный язык, разговорные навыки, произносительные навыки, мотивация.

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Students’ Perceptions of Digital Oral Skills Development in ESP University Students: Strengths and Weaknesses in Digital Communication in the COVID World

Bóbkina

Romero

2023

English Language Education

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Exploring the perceived benefits of self-produced videos for developing oracy skills in digital media environments

Cited by 18 publications

References 25 publications

EFL Pre-Service Teachers’ Experiences in Speaking through a Digital Storytelling Project

EFL Pre-Service Teachers’ Experiences in Speaking through a Digital Storytelling Project

Creating Videos in the Process of Teaching a Foreign Language at University

Students’ Perceptions of Digital Oral Skills Development in ESP University Students: Strengths and Weaknesses in Digital Communication in the COVID World

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