The Efficacy of Using Short Video Through Group Work in Teaching Speaking to Indonesian English As Foreign Language (EFL) Students

Masruddin, Masruddin

doi:10.2139/ssrn.3258815

Cited by 9 publications

(11 citation statements)

References 10 publications

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“…In addition, students’ collaborative attitude and self-efficacy during collaborative learning can enhance their interest in using IT ( Konak et al, 2019 ) and they will be more willing to use IT in collaborative and inquiry learning. In addition, with the rapid development of social media such as short videos, those teacher education students who have more teamwork were found in Masruddin’s (2018) study to explore through group collaboration and were more likely to adopt short videos to enhance their learning. Conversely, without a good sense of CS-E, they will not be motivated to learn, and it will be detrimental to the effectiveness of accepting and using short video learning with collaborative learning ( Zheng et al, 2020 ).…”

Section: Resultsmentioning

confidence: 93%

“…Studies have shown that short videos can promote pre-service students’ self-efficacy by sharing more video resources, which also makes them more likely to use short videos to complete learning tasks ( Liu et al, 2021 ). Teacher trainees, as a reserve of future teachers, should use information technology to facilitate collaborative learning and development of students ( Masruddin, 2018 ). Therefore, through the learning and application of short videos, we can not only increase teacher trainees’ learning engagement, but also promote their collaborative learning and inquiry behaviors ( Zhao et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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The STEAM learning performance and sustainable inquiry behavior of college students in China

Nong

Liao²,

Ye³

et al. 2022

Front. Psychol.

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Teacher education students, as an important reserve in the field of education, their growth and development are related to the future of science, economy, sustainable development of education. Through participation in the educational practice of STEAM, which integrates science, technology, engineering, art, and mathematics is more beneficial for them to acquire 21st century skills like communication, collaboration, learning innovation and critical thinking. However, little has been seen about the use and effectiveness of short videos in STEAM education activities and how they can be used to support and promote teacher education students STEAM learning performance and sustainable inquiry behaviors. Therefore, this study combines the framework of triadic reciprocity determinism theory and technology acceptance theory to propose six research hypotheses and develop a research model to explore the relationship between collaborative self-efficacy (CS-E), perceived usefulness (PU) of short videos, perceived ease of use (PEOU), STEAM learning performance and teacher education students’ sustainable inquiry behavior. To achieve the purpose of this study, this study used purposive sampling and invited teacher education students from five classes of preschool education at a university in Guangxi Zhuang Autonomous Region (GZAR), China, to participate in this study. A total of 8 h of instructional guidance was provided over a four-week period, in which participants used short videos for collaborative group learning and independent inquiry and applied STEAM concepts to kindergarten science activities. Participants’ STEAM performance was measured and surveyed during the fourth week. The results of the study validation showed that (1) teacher education students CS-E had a positive effect on the PU and PEOU of short videos; (2) Teacher’s education students PEOU of short videos had a positive effect on usefulness; (3) Teacher’s education students PU and PEOU of short videos had a positive effect on STEAM learning performance; (4) Teacher’s education students’ STEAM learning performance had a positive effect on sustainable inquiry behavior.

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Section: Resultsmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

The STEAM learning performance and sustainable inquiry behavior of college students in China

Nong

Liao²,

Ye³

et al. 2022

Front. Psychol.

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“…By means of explicit instruction and repeated exposure to the target vocabulary the receptive and the productive knowledge of vocabulary can be increased manifold. Recent studies (Masruddin, 2019;Pamintuan et al, 2018) showed beneficial aspects of adding Spell Bee game sessions and using networking applications like WeChat in improving students' vocabulary acquisition in foreign language. The researcher-created supplementary can be used for teaching the prescribed vocabulary in the target group under similar conditions with few such effective additions.…”

Section: Discussionmentioning

confidence: 99%

Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study

R¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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This research study emphasized the importance of explicit instruction and repeated exposure to the target vocabulary for effective reception and production of new words among the second language learners of English. The purpose of the study was to examine the efficacy of the researcher-created supplementary for the prescribed set of vocabulary in the English language textbook. The study aimed to find out the amount of influence the explicit instruction and repeated exposure to the target vocabulary had on the nature of the receptive-productive gap. A total of sixty-two sixth grade students from a Government school in Tamil Nadu, India, participated in the experimental study which was conducted over a period of three months. The results of the study showed that the explicit instruction and repeated exposure to the target vocabulary had a significant amount of influence on vocabulary knowledge when compared to the conventional way of vocabulary instruction. In the conventional mode of vocabulary instruction, reception of vocabulary was found to have an average of 8% influence on the production knowledge, whereas in the case of the experimental group, it amounted up to 72%. This analysis showed that through explicit instruction and repeated exposure to the target vocabulary the receptive-productive gap is significantly reduced.

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“…One group pre-test-post-test design has been useful in several studies on foreign language teaching making quantitative data visible for researchers (Prayoga, 2018;Masruddin, 2018;Sánchez, Hernández, Fernández, Díazm& Bastian, 2019;Senel, 2018;and Öztürk 2019).…”

Section: Groups Of Students From the Morning And The Afternoon Schedulesmentioning

confidence: 99%

Communication Games: Their Contribution to Developing Speaking Skills

Elsa¹,

Cynthia²,

Paulina³

2021

INT J INSTRUCTION

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The current work was based on a project that aimed to enhance the Englishspeaking skill development in tenth graders of a public high school in Ambato, a city of the Andean Region of Ecuador. The population involved 145 students who were surveyed to detect their impression about the use of Communication Games in the English as a Foreign Language (EFL) classroom. Additionally, a pre-test was used to determine the students' English level before implementing certain games selected from a handbook created especially for this study. After that, a post-test and an exit survey were used to measure the effects of communication games. It was found that students consider using games in the classroom beneficial for their learning. Likewise, it was evident that communication games contributed significantly to the students' oral production, which showed an increased level of vocabulary, more accuracy and fluency, and a more relaxed interaction with their peers and their teacher, after the intervention.

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The Efficacy of Using Short Video Through Group Work in Teaching Speaking to Indonesian English As Foreign Language (EFL) Students

Cited by 9 publications

References 10 publications

The STEAM learning performance and sustainable inquiry behavior of college students in China

The STEAM learning performance and sustainable inquiry behavior of college students in China

Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study

Communication Games: Their Contribution to Developing Speaking Skills

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