Students’ Motivation in Learning English Through English Learning Videos Making

Erlangga, Rifqi Aulia

doi:10.47153/sss13.2542021

Cited by 3 publications

(4 citation statements)

References 25 publications

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“…Perseverance in learning refers to persistence at a learning task, which is evidenced to can be promoted by task enjoyment (Leonard and Weitz, 1971). The benefits of video creation have since been replicated in other studies (Huang, 2015;Sari et al, 2020;Erlangga, 2021;Jung, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Recent research on learning strategies has shown that creating a video can be an effective strategy for learning ( Hoogerheide et al, 2019 ; Erlangga, 2021 ; Zainuddin and Che’ Lah, 2022 ). For example, the study by Zainuddin and Che’ Lah (2022) tested the effects of video creation in English classrooms.…”

Section: Introductionmentioning

confidence: 99%

“…Although accumulative studies confirmed the benefits of creating a video on students’ intrinsic motivation, engagement, and learning performance ( Huang, 2015 ; Hoogerheide et al, 2018 ; Erlangga, 2021 ), it is yet unclear whether creating a video is an effective strategy in motor skills and which working mechanism is responsible for such effects. Specifically, it is unclear whether the benefits of creating a video result from engaging in exercise, self-assessment, or others presence.…”

Section: Introductionmentioning

confidence: 99%

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Is video creation more effective than self-exercise in motor skill learning?

Xia

Ke²,

Zhang³

2022

Front. Psychol.

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Parallel to the tremendous growth and expansion of video technology, it is easy and enjoyable for students to create a video as a learning activity. However, most previous studies primarily focused on declarative knowledge learning (e.g., language learning, science learning) rather than motor skill learning. The current study aimed to investigate whether creating and sharing a video with classmates would be more effective than merely creating a video and self-exercise to learn a motor skill in terms of intrinsic motivation, perseverance in learning, learning satisfaction, and roller-skating skill. Partially consistent with our hypothesis, we found that creating and sharing a video with classmates increased students’ intrinsic motivation, perseverance in motor tasks, and learning satisfaction, but not roller-skating skill, followed by merely creating a video and then self-exercise. The findings have an important implication for motor skills learning: during teaching motor skills, teachers can use encourage students to create and share a video with classmates as a homework activity to increase students’ intrinsic motivation, perseverance in motor tasks, and learning satisfaction.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Is video creation more effective than self-exercise in motor skill learning?

Xia

Ke²,

Zhang³

2022

Front. Psychol.

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“…When they learn English through song and video, young students are more motivated and have a positive attitude toward the language. (Erlangga 2021;Han et al 2010). Songs, which contain both music and lyrics, are regarded as particularly effective language-learning tools for teaching young students to listen.…”

Section: Young Learners Are Enthusiastic and Positive About Learningmentioning

confidence: 99%

The implementation of songs in teaching listening for young learners in online learning environment

Paskalisa¹,

Sadikin²

2022

jpgi

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There are currently a variety of technologically-based techniques for creating an attractive English-learning environment for young learners. Using songs as an engaging technique in audiovisual offers meaningful sources of interesting and relevant listening materials. This study investigates what learning principles young learners observe in songs and how they respond to songs during the online learning experience. Twelve students were included in a case study at a private elementary school in Jakarta. This study revealed that the materials presented in songs and videos align with the learning principles of young learners, such as they have short attention and are easy to distract, they can gain understanding from direct experience through objects and visual aids, they are enthusiastic and positive about learning, and they are being responsive to the instruction. These findings contribute to facilitating a more creative learning environment. Students generally responded positively by intimately watching videos and participating in activities. They enjoyed learning English through songs. Therefore, songs are recommended in EFL classrooms as supplementary activities or at home for self-study.

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