使用静音或无言视频进行语言学习-一个基于创意的寓教于乐学习论坛

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
E-Mentor Pub Date : 2023-07-01 DOI:10.15219/em99.1608
Gangalakshmi Chermakani, Saranraj Loganathan, Ebenezar Sam Paul Rajasekaran, Vishwalingam Murugan Sujetha, Oswin Barnabas Vasanthakumar Stephesn
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引用次数: 0

摘要

从老师的角度来看,在使用视频时,英语语言的丰富性更适用,也更容易,从而提高了学生的接受能力。本文试图通过使用无声视频来激发建构主义范式下的创造性写作,来弥合这一差距。这项研究在南印度农村的一所工程学院进行,选择了两个班,每个班60名来自CEFR B1级工程一年级(异质班)的学生(包括男性和女性)进行研究。研究人员自己就是课程讲师,两组都使用了15分钟的无声体育视频。对照组使用有音频的运动视频,而目标组使用没有音频的运动录像。对照组在听的时候用磁带编写视频内容的脚本,而实验组则自己为视频创建脚本。根据词汇使用、句子形成和单词选择对脚本的语言质量进行评估。评估细节表明,与对照组学生相比,实验组学生表现出了更好的脚本编写技能,对照组学生依赖音频并试图复述他们听到的单词,导致脚本编写不清楚。这项研究表明,无声视频也有助于ESL学习者掌握英语,尤其是在创造性写作和脚本起草方面,有力地证明了无声视频刺激了学生的自主写作,因为它们不依赖音频进行磁带脚本编写。它进一步提高了他们的写作技能和创作能力,此外,由于效果更好,学生们更喜欢无声视频而不是有声视频。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Language learning using muted or wordless videos - A creativity-based edutainment learning forum
From the teacher’s perspective, English language enrichment is more applicable and easier when using videos, resulting in a surge in the student’s receptivity. This paper attempts to bridge the gap by using silent videos to stimulate creative writing with a constructivism paradigm. Conducted in an Engineering college in the rural part of South India, two classes with 60 students each (both male and female) from first-year engineering (heterogeneous classes) at CEFR B1 level were chosen for the study. The researchers were the course instructors themselves, with fifteen-minute silent sports videos used for both groups. A sports video with audio was used for the controlled group, whereas one without audio was used for the target group. The controlled group tape-scripted the video content as they listened, while the experimental group created the script for the video on their own. The scripts were assessed for language quality based on vocabulary usage, sentence formation, and choice of words. The assessment details demonstrated that the experimental group students had demonstrated better scriptwriting skills compared to the control group students, who had relied on the audio and tried to paraphrase the words they had heard, leading to unclear scripting. This research showed that silent videos also help in grasping the English language by ESL learners, especially in creative writing and script drafting, evidentially proving that silent videos stimulate autonomous writing among students as they do not depend on audio for tape scripting. It further enhanced their writing skills with creative ability, and, further, the students preferred silent videos over audio videos due to better outcomes.
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E-Mentor
E-Mentor EDUCATION & EDUCATIONAL RESEARCH-
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