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Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language
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Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner-Generated Content in Instructional Task Design
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Students' Perceptions of the Use of Video Recording in Additional Language Oral Assessments
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Abstract:
This study adds resources to the current research on computer-aided second language (L2) learning by focusing on a relatively under-explored area of online oral assessment using video recording. It fills the gap of existing literature by looking into the area through the lens of students’ perception. Drawing on data collected through questionnaires and interviews of students from Chinese and Japanese language programs at Curtin University, this study finds that video-recorded oral assessments facilitated L2 learning by improving learners’ motivation and encouraging self-reflection. The study also sheds light on the importance of technical and teamwork guidance in maximising learning outcomes. Data variations between beginners and advanced learners who participated in this study give weight to the argument that a “one size fits all” approach will not be effective in online language learning, and so facilitators may need to carefully evaluate the level of learners’ language competence when they are incorporating online components in their programs.
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Keyword:
collaboration; language learning; reflection; video recording
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URL: http://hdl.handle.net/20.500.11937/75006 https://doi.org/10.1007/978-3-030-01255-7_8
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The retention of year 11/12 Chinese in Australian schools: A relevance theory perspective
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The elasticity of I think: Stretching its pragmatic functions
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The missing puzzle piece in translation pedagogy: Adaptive and elastic competence
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