The use of video self‐modeling with english language learners: Implications for success

Ortiz, J. V.; Burlingame, Cheryl; Onuegbulem, Cybeles; Yoshikawa, Koichi; Rojas, Eliana D.

doi:10.1002/pits.20615

Cited by 12 publications

(7 citation statements)

References 10 publications

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“…The result is a surge of research related to this approach. Included in that recent influx is research on VSM with stuttering [40], English language learners [38], adult learners and a cooking sequencing task in traumatic brain injury (in addition to existing areas of research described above) [41]. While this is a relatively new area of research in TBI, the approach aligns with current evidence of metacognitive treatment approaches [42][43][44] and Bandura's [45] model of self-learning.…”

Section: Video Self-modellingmentioning

confidence: 58%

“…Video self-modelling has been used widely in educational settings as a means to facilitate positive behaviours in individuals with autism spectrum disorders, behavioural challenges and second language acquisition [37][38][39]. As stated previously, the focus on positive behaviours in direct video-review of the LCQ aligns with this approach.…”

Section: Video Self-modellingmentioning

confidence: 87%

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Video-based administration of the La Trobe Communication Questionnaire for adults with traumatic brain injury and their communication partners

Hoepner

Turkstra

2013

Brain Injury

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Primary objective: To explore the use of direct video-based review for administration of the LaTrobe Communication Questionnaire (LCQ), and explore use of the LCQ as a tool for identifying and prioritizing targets for partner-based intervention.Research design: Between-groups design comparing self-vs partner ratings of social communication behaviours in conversation and qualitative analysis of response patterns and participant feedback. Methods and procedures: Eight adults with moderate-to-severe TBI and their partners engaged in 20-minute videotaped conversations, elicited using a topic-starter task. Each participant with TBI and his or her partner then completed the LCQ while viewing the dyad's videotaped conversation. Self-and partner ratings of the person with TBI were compared to each other and to published LCQ data. Main outcomes and results: Based on direct review of their videotaped conversations, six of eight individuals with TBI rated themselves as having more frequent problem behaviours than did their partners. Overall agreement between individuals with TBI and their partners was 0.70. Conclusions: The present study suggests that direct review of videotaped conversations might avoid some of the limitations associated with recall of previous events, which can be biased toward negative events and confounded by memory impairments in individuals with TBI. Participants stated that the video segment reflected their typical interactions and, thus, behaviours observed in this context could serve as a starting point for intervention planning. IntroductionSustainable social integration for persons with traumatic brain injury (TBI) depends in part upon the success of their interactions with their close partners [1,2]. Persons with TBI often demonstrate social communication problems, however, which may strain everyday relationships and potentially endanger the longevity of these relationships [3-10]. These problems include tangential comments, verbosity, perseveration, interruptions and lost train of thought [11,12], all of which can add to the listener's burden in conversation [1, 2] and discourage social interactions. Providing partners with knowledge and skills that foster more successful communication interactions can reduce partner burden and strain on relationships. Partner-based intervention also is consistent with the current models of health outcomes [13] and models for TBI intervention [14][15][16], in which communication partners are considered to be essential stakeholders in intervention for the person with TBI and the clinician's role shifts from expert 'fixer' to co-facilitator of change.

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Section: Video Self-modellingmentioning

confidence: 58%

Section: Video Self-modellingmentioning

confidence: 87%

Video-based administration of the La Trobe Communication Questionnaire for adults with traumatic brain injury and their communication partners

Hoepner

Turkstra

2013

Brain Injury

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“…However, we hope that the projects provide information for teachers seeking to integrate culturally responsive instructional strategies and lay the foundations for future research on this strategy. Although VSM has shown promise as a strategy for diverse learners (Ortiz, Burlingame, Onuegbulem, Yoshikawa, & Rojas, ), continued research and systematic research designs need to be employed to establish its efficacy for improving specific learning outcomes for ELLs and SIFE.…”

Section: Resultsmentioning

confidence: 99%

Video Self-Modeling for English Language Learners

Boisvert

Rao

2014

TESOL J

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Teachers of English language learners (ELLs), expected to address grade‐level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas literature offers excellent recommendations and models of instructional programs for these students, examples of practical applications to support their educational needs are few. Video self‐modeling, little known in the English as a second language education field, shows promise in providing such support to ELLs. This article offers examples of ways in which video self‐modeling can be integrated with culturally responsive instructional strategies for high school ELLs. The article describes projects that exemplify how video self‐modeling has the potential to promote self‐efficacy and rapid learning for ELLs in content areas such as language arts and mathematics.

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“…The use of authentic tools of all types in foreign language classes has been well-documented. A number of comprehensive reviews of this topic have been published in the past two decades that provide both evidence of its application, and the theoretical underpinnings, in a variety of cultures (see Al-Azri and Al-Rashdi, 2014; Becker and Strum, 2017; Emerick, 2019; Gruba, 2006; Mayer, 1997; McNutty and Lazarevic, 2014; Oritz et al, 2012; Pinner, 2016; Vanderplank, 2010). Research has shown authenticity has a positive impact on classroom outcomes, such as learning tasks (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Narrative Engagement, Enjoyment, Learning and Theme Comprehension: Using an Authentic Music Video in an Introductory College Language Classroom

Benitez-Galbraith

Galbraith

2019

RELC Journal

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Using authentic audio-visual material in early language classes has become commonplace, but little prior empirical research has been published regarding why this pedagogical technique is effective for some students, and not others. This study examines the process of engagement and transportation of beginning foreign language learners into an authentic, Spanish language narrative-based music video. A structural equation model is developed that ties various elements such as belief consistency, cognitive difficulty, and affective disposition to the process of narrative engagement. The study then examines how a student’s engagement and transportation into the music video’s narrative impacts that student’s language learning, thematic comprehension, and entertainment – three commonly cited objectives of using authentic audio-visual material. Evidence is provided to indicate that the degree of engagement and transportation into the narrative-based video influences students’ language learning, thematic comprehension and entertainment.

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The use of video self‐modeling with english language learners: Implications for success

Cited by 12 publications

References 10 publications

Video-based administration of the La Trobe Communication Questionnaire for adults with traumatic brain injury and their communication partners

Video-based administration of the La Trobe Communication Questionnaire for adults with traumatic brain injury and their communication partners

Video Self-Modeling for English Language Learners

Narrative Engagement, Enjoyment, Learning and Theme Comprehension: Using an Authentic Music Video in an Introductory College Language Classroom

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