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Examining the quality of mobile-assisted, video-making task outcomes: The role of proficiency, narrative ability, digital literacy, and motivation ...
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Abstract:
Although increasing evidence has demonstrated the benefits of mobile technology in diverse aspects of language learning, research on the use of mobiles in task-based instruction has been scarce. Particularly, there has been little research directly investigating predictors of the quality of mobile-assisted, video-making tasks. To fill the gap and contribute to the area of emerging technology-mediated, task-based language teaching, the current study examined predicting factors of the quality of digital-video-making task outcomes. Forty-eight Korean high school students completed a digital-video-making task using a mobile application called KineMaster . Students created a self-introduction storytelling video focusing on their experiences of success or failure in their life. To examine predicting factors (English writing proficiency, first language narrative ability, digital literacy, intrinsic and extrinsic motivation), multiple data sources were gathered: timed argumentative English essays and Korean writing ...
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Keyword:
200399 Language Studies not elsewhere classified; Education; FOS Languages and literature
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URL: https://dx.doi.org/10.25384/sage.c.5669836.v1 https://sage.figshare.com/collections/Examining_the_quality_of_mobile-assisted_video-making_task_outcomes_The_role_of_proficiency_narrative_ability_digital_literacy_and_motivation/5669836/1
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Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task ...
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Examining the quality of mobile-assisted, video-making task outcomes: The role of proficiency, narrative ability, digital literacy, and motivation ...
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BASE
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Show details
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Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task ...
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BASE
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Show details
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