Can Video-creation Project Work Affect Students' Oral Proficiency? An Analysis of Fluency, Complexity and Accuracy.
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| Title: | Can Video-creation Project Work Affect Students' Oral Proficiency? An Analysis of Fluency, Complexity and Accuracy. |
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| Authors: | Spring, Ryan1 spring.ryan.edward.c4@tohoku.ac.jp |
| Source: | TESL-EJ. Aug2020, Vol. 24 Issue 2, p1-17. 17p. |
| Subject Terms: | *English as a foreign language, *Educational films, Oral communication |
| Abstract: | This study reports on how project-based language learning in which L1 Japanese EFL learners created short videos affected L2 oral proficiency. Students took short speaking tests before and after the class, and the fluency, complexity and accuracy of the pre- and posttests were measured to see which, if any, of these three aspects of proficiency would show improvement. The results indicated that participants made marginal progress in fluency, reducing their number of pauses and increasing their raw speech rate slightly, and significantly improved their syntactic complexity (p<.001, d=1.1) and both syntactic (p=.04, d=.48) and pronunciation accuracy (p=.002, d=.75), but did not seem to make gains in lexical complexity. Overall, the results suggest that project-based learning can result in clear improvements in oral proficiency, meaning that it can be appropriately implemented in oral communication classes, but that the greatest gains are likely to be made in accuracy and syntactic complexity. However, it is still unclear whether different types of project settings will affect L2 oral proficiency in the same way. [ABSTRACT FROM AUTHOR] |
| Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 145999149 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Can Video-creation Project Work Affect Students' Oral Proficiency? An Analysis of Fluency, Complexity and Accuracy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Spring%2C+Ryan%22">Spring, Ryan</searchLink><relatesTo>1</relatesTo><i> spring.ryan.edward.c4@tohoku.ac.jp</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. Aug2020, Vol. 24 Issue 2, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+films%22">Educational films</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study reports on how project-based language learning in which L1 Japanese EFL learners created short videos affected L2 oral proficiency. Students took short speaking tests before and after the class, and the fluency, complexity and accuracy of the pre- and posttests were measured to see which, if any, of these three aspects of proficiency would show improvement. The results indicated that participants made marginal progress in fluency, reducing their number of pauses and increasing their raw speech rate slightly, and significantly improved their syntactic complexity (p<.001, d=1.1) and both syntactic (p=.04, d=.48) and pronunciation accuracy (p=.002, d=.75), but did not seem to make gains in lexical complexity. Overall, the results suggest that project-based learning can result in clear improvements in oral proficiency, meaning that it can be appropriately implemented in oral communication classes, but that the greatest gains are likely to be made in accuracy and syntactic complexity. However, it is still unclear whether different types of project settings will affect L2 oral proficiency in the same way. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=145999149 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Educational films Type: general – SubjectFull: Oral communication Type: general Titles: – TitleFull: Can Video-creation Project Work Affect Students' Oral Proficiency? An Analysis of Fluency, Complexity and Accuracy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Spring, Ryan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 10724303 Numbering: – Type: volume Value: 24 – Type: issue Value: 2 Titles: – TitleFull: TESL-EJ Type: main |
| ResultId | 1 |
