The effects of video-annotated listening review mechanism on promoting EFL listening comprehension

Chen, Chih‐Ming; Chen, I.-Chun

doi:10.1080/10494820.2019.1579232

Cited by 16 publications

(17 citation statements)

References 30 publications

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“…[17] claimed YouTube was able to boost the learning environment and build students' motivation to learn English, particularly in improving students' listening comprehension. [27] also shared the same idea on YouTube videos could interest the students' full attention and made students perform well. The most crucial point was teachers need to keep an eye on choosing the right learning videos and control the proportion of the class activity to create good learning outcomes [17].…”

Section: Youtube For Listening Comprehension Performancementioning

confidence: 98%

“…Mixed research conducted by [27] aimed at inspecting the listening comprehension performance between the experimental and control groups by using video-annotated listening review mechanism (VALRM) from YouTube videos and self-determined listening review mechanism (SDLRM) to 39 students around 13-14 years old. In VALRM, the students listened to the four to five minutes videos and were given two minutes to comprehend the contents in the videos.…”

Section: Youtube For Listening Comprehension Performancementioning

confidence: 99%

“…It aimed at reviewing the effect of the video-annotated listening review mechanism (VALRM) whether VALRM was efficient and effective enough to support the improvement of student skills. After watching the video, the students took a ten-minute listening test to assess their live performance [27]. VALRM from YouTube videos supported students in more effective and efficient listening comprehension training with the text provided by VALRM.…”

Section: Youtube For Listening Comprehension Performancementioning

confidence: 99%

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YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Listiani¹,

Suwastini²,

Dantes³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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As YouTube has become an integral part of the students' daily social media consumption, the present study argues that it can also be a valuable language learning source. Following George's ( 2008) model of Library Research and Aveyard's (2010) concept of Systematic Literary review, the present study selected and synthesise previous research and experts' opinion on the use of social media and YouTube for teaching English to young bilingual learners to propose the benefits of using YouTube as a medium for second language learning. YouTube has generally deemed a useful learning resource for young learners, and studies have highlighted the positive impacts of using YouTube to improve young learners' English skills. However, experts and researchers are also concerned about the weaknesses and threats posed by YouTube as a learning source for teaching English for young learners. These are prerequisite stable internet connection to access YouTube, irrelevant ads that cut in the middle of the videos, and next-videos suggestions that are not always relevant with the learning material in focus. Thus, while YouTube can be a useful learning resource, strategies to tackle its weaknesses are needed to optimise the benefits of using YouTube as a learning source for young learners.

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Section: Youtube For Listening Comprehension Performancementioning

confidence: 98%

Section: Youtube For Listening Comprehension Performancementioning

confidence: 99%

Section: Youtube For Listening Comprehension Performancementioning

confidence: 99%

See 1 more Smart Citation

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Listiani¹,

Suwastini²,

Dantes³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

View full text Add to dashboard Cite

show abstract

“…In addition, the results of the research enlighten how the researcher decides methodology for future studies. They recommend different research design such as qualitative observation (Oga-Baldwin et al, 2017), reciprocal causality (Joe et al, 2017), comparative study (Hu & Zhang, 2017;Jodaei et al, 2021), correlation study (Agonács et al, 2020), long-term experimental treatment (Chen & Chen, 2019), sample size and mitigate extraneous factors Tanaka & Kutsuki, 2018) that may impact the limitation of studies. Besides research design, the period in conducting the study also became their recommendation to be considered in the upcoming study (Noels et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Self-determined learning in EFL classroom: a trajectory for the future research

Nugraha¹,

Lustyantie

Chaeruman

2022

J. Eng. Foreign. Lang.

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The development of technology has rapidly affected the growth complexity of the 21st century's work environment which also influences educational environment. Thus, approaches in teaching and learning such as self-determined learning has been considered relevant to enhance the quality of learning. Researchers and educators have been pursuing to accomodate the praxis of self-determined learning. The purpose of the study was to uncover research trends and try to bridge the gap of future research of self-determined learning (SDL) in the English as a foreign language (EFL) context. Using meta-synthesis, 13 selected articles were examined drawn from a single database from the last five years between 2017 and 2021. The articles were systematically selected through several criteria using the query "Self-determined Learning+AND+EFL" in the Sopus database. They contributed to the growing interest related to research and practice of heutagogy or SDL. Results showed that research areas of SDL had been widely investigated in different levels of students; primary (23%), secondary (23%), and university (54%). In addition, a few research studies were conducted to examine students' language skills and language components (listening and vocabulary) (15%). It implicated that many EFL research area could be investigated from different levels and focus in the future.

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“…Apart from insertion of individual or collaborative video annotations, HyperVideo also supports linking of additional materials, such as documents, other videos or descriptions (see Perini et al, 2019). With VALRM, users can review marked sections with bilingual captions immediately or at a later stage to aid them in listening comprehension (see Chen & Chen, 2018). Meanwhile, VALRS-VLM allows users to highlight unfamiliar words in subtitles and learn these words with a built-in online dictionary (see Chen et al, 2020).…”

Section: Video Annotation As a Teaching And Learning Toolmentioning

confidence: 99%

Enriching Student Learning Through Video-annotated Peer Feedback Activity: A Guide

Lam¹,

Habil²

2021

IJARPED

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Despite the growing research base on the use of video annotation in education, little is known on how to coherently structure a video-annotated peer feedback activity to engage students. Eventhough some studies have outlined the guidelines for conducting video-based annotation practice, little has been published with the focus on video-annotated peer feedback. To explore this under-investigated realm, the current review was conducted. In order to identify studies to be included in this review, a strategy for literature search was initially developed. This was followed by the selection and categorization of relevant studies. This paper thus provides a succinct overview of the essential steps involved in conducting a video-annotated peer feedback learning activity. Most importantly, it has resulted in a guide that outlines those essential stages and steps, thus providing insights into adaptation for use in education.

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The effects of video-annotated listening review mechanism on promoting EFL listening comprehension

Cited by 16 publications

References 30 publications

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Self-determined learning in EFL classroom: a trajectory for the future research

Enriching Student Learning Through Video-annotated Peer Feedback Activity: A Guide

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