Pre-service EFL teachers’ perception on educational video production technology: A needs analysis

Avifah, I'anatul; Fajri, Muchamad Sholakhuddin Al

doi:10.11591/ijere.v11i3.21149

Cited by 4 publications

(6 citation statements)

References 28 publications

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“…Moreover, investigations conducted by Avifah and Fajri (2022) also support the data results in Figure 9. The study perceived that the importance of EVP technology is to build the pre-service teachers' improvements in meeting classroom standards and current student needs (Avifah & Fajri, 2022). In this case, video production is also part of the multimodal texts (Peng, 2019).…”

Section: Discussionsupporting

confidence: 80%

“…Some correlated findings are used as the reference for this study. One of the studies by Avifah and Fajri (2022) conducted a survey targeted towards Pre-service EFL teachers' perception of educational video production (EVP) technology. The data were collected from pre-service teachers who took instructional materials or media development courses (IMALT/IMALD), computer-assisted language learning (CALL), and in-service lecturers, including the program director of a Language Education Department in Indonesian universities.…”

Section: Introductionmentioning

confidence: 99%

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Pre-service teachers’ perceptions towards the implementation of multimodal texts in microteaching classes

Haryyadi,

Rohmah

2023

bhs dan seni

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In the digital age, technological advances impact EFL language instruction in Indonesia. After examining the current and future demands of education, prospective educators need to attain the minimum standards to fulfill students' needs in the twenty-first century. Multimodal texts in education are one way to solve today's pedagogical needs. The current study explores pre-service teachers' perceptions of their performance in utilizing multimodal texts in microteaching classes. Data were collected from the 6th-semester students from the English Language Education Study Program, the Faculty of Cultural Studies, Universitas Brawijaya, Indonesia. This research applied mixed methods, combining data collection from observation, questionnaires as primary sources, and a focus group discussion (FGD) to support the data. Then, the questionnaire data were analyzed quantitatively, and data from the FGD were coded and analyzed using thematic analysis. The finding shows that the pre-service teachers applied five types of multimodal texts in microteaching classes. In addition, although most of them perceive positively toward the use of multimodal texts in their teaching practice, there are still challenges in implementing digital-based multimodal texts, such as limited access to digital applications and confusion in integrating digital applications into learning activities.Persepsi guru pra-kerja terhadap implementasi teks multimodal di kelas microteachingDi era digital, kemajuan teknologi berdampak pada pengajaran Bahasa Inggris di Indonesia. Setelah melihat tuntutan pendidikan saat ini dan masa depan, calon pendidik perlu mencapai standar minimum untuk memenuhi kebutuhan siswa di abad kedua puluh satu. Teks multimodal dalam pendidikan merupakan salah satu cara untuk menjawab kebutuhan pedagogis saat ini. Studi saat ini mengeksplorasi persepsi calon guru tentang kinerja mereka dalam memanfaatkan teks multimodal di kelas microteaching. Data dikumpulkan dari mahasiswa semester 6 Program Studi Pendidikan Bahasa Inggris, Fakultas Ilmu Budaya, Universitas Brawijaya, Indonesia. Penelitian ini menggunakan metode campuran, menggabungkan pengumpulan data dari observasi, kuesioner sebagai sumber data utama, dan Focus Group Discussion (FGD) untuk mendukung data. Kemudian data kuesioner dianalisis secara kuantitatif, dan data hasil FGD diberi kode dan dianalisis menggunakan analisis tematik. Temuan menunjukkan bahwa calon guru menerapkan lima jenis teks multimodal di kelas microteaching. Selain itu, meskipun sebagian besar dari mereka berpersepsi positif terhadap penggunaan teks multimodal dalam praktik pengajaran, masih ditemukan beberapa tantangan dalam mengimplementasikan teks multimodal berbasis digital, seperti keterbatasan akses ke aplikasi digital dan kebingungan dalam mengintegrasikan aplikasi digital ke dalam bentuk kegiatan pembelajaran.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Pre-service teachers’ perceptions towards the implementation of multimodal texts in microteaching classes

Haryyadi,

Rohmah

2023

bhs dan seni

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“…Video content, also known as video-based learning [3] has been used in online learning for a long time. The educators create video content as a teaching tool because it able to increase students' knowledge and understanding [4] and improve their study habits [5]. Besides, unlike text-only content, video lectures ISSN: 2302-9285 …”

Section: Introductionmentioning

confidence: 99%

Machine learning with task-technology fit theory factors for predicting students’ adoption in video-based learning

et al. 2023

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Nowadays, various innovative educational and instructional tools have been created to deliver learning material including video content. One of the important issues with video-based learning is to devise effective teaching strategies to ensure higher level of learning can be achieved by the students. Getting insight and predicting the students’ video-based learning adoption will help the educators. Thus, this study aims to examine the potential of using machine learning prediction models on video-based learning adoption in higher education institutions. Five machine learning algorithms were used to be empirically compared namely generalized linear model (GLM), random forest (RF), decision tree (DT), gradient boosted tree (GBT), and support vector machine (SVM). The performance of each machine learning algorithm in predicting the students’ learning adoption with video-based learning has been observed based on the attributes of task-technology fit theory. The findings indicated that the task-technology fit is useful in helping the machine learning algorithm to achieve high accuracy in the prediction of video-based learning adoption. The GBT is the best outperforming algorithm, followed with RF and SVM. This paper presents a fundamental research framework useful for helping educators and researchers to enhance student interest and retention on video-based learning.

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“…EFL learners' engagement, critical thinking and learning outcomes are positively influenced by the use of e-learning approaches such as web-based flipped learning and interactive multimedia (Pang, 2022). In vocational education and training, the use of technology and multimedia in the EFL classroom is essential to meet the demands of the digital age and to develop students' technical skills (Avifah & Fajri, 2022a). The quality of EFL teaching and learning can be enhanced through the integration of multimedia, such as digital audio and video (Avifah & Fajri, 2022b).…”

Section: Introductionmentioning

confidence: 99%

“…In vocational education and training, the use of technology and multimedia in the EFL classroom is essential to meet the demands of the digital age and to develop students' technical skills (Avifah & Fajri, 2022a). The quality of EFL teaching and learning can be enhanced through the integration of multimedia, such as digital audio and video (Avifah & Fajri, 2022b). The integration of technology and multimedia in EFL classrooms is seen as having a beneficial effect on students' language learning.…”

Section: Introductionmentioning

confidence: 99%

Exploring English as a Foreign Language (EFL) Learning Media in Vocational Higher Education

Rahmanu,

Aryana,

Adnyana

2023

SENARILIP

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Employing suitable English learning media have the potential to underpin students’ language acquisition. The use of internet technology assists students to boost their English language skills. Selecting suitable English language topics to the E-learning platform promote to the learners’ eagerness to study in the classroom. This study investigated the suitable topics used for English for Tourism and Hospitality (ETH) in vocational higher education. The research used descriptive qualitative research which explored the topics use to teach (ETH) in English as a Foreign Language (EFL) classroom. Several obvious lessons were immerged to the E-learning system, for example, taking a reservation by phone, welcoming a guest, room service: taking an order, taking massages for a guest.

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Pre-service EFL teachers’ perception on educational video production technology: A needs analysis

Cited by 4 publications

References 28 publications

Pre-service teachers’ perceptions towards the implementation of multimodal texts in microteaching classes

Pre-service teachers’ perceptions towards the implementation of multimodal texts in microteaching classes

Machine learning with task-technology fit theory factors for predicting students’ adoption in video-based learning

Exploring English as a Foreign Language (EFL) Learning Media in Vocational Higher Education

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