English Language Learners' Experiences of Using Interactive Videos in EFL Listening
Saved in:
| Title: | English Language Learners' Experiences of Using Interactive Videos in EFL Listening |
|---|---|
| Language: | English |
| Authors: | Arif Bakla (ORCID |
| Source: | JALT CALL Journal. 2024 20(2). |
| Availability: | JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: https://jaltcall.org |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, English (Second Language), Learning Experience, Interactive Video, Technology Uses in Education, Listening Comprehension, College Freshmen, Foreign Countries, Feedback (Response), Listening Skills, Learning Analytics |
| Geographic Terms: | Turkey |
| ISSN: | 1832-4215 |
| Abstract: | As blended and online courses are becoming more prevalent, there is need for research into how digital tools might help teachers increase learner motivation and engagement in online learning. This qualitative case study explores learners' perceptions of interactive videos, with a particular focus on perceived levels of learner motivation and engagement, along with the apparent value of the interactive elements in providing feedback and improving listening comprehension. The participants were 37 freshmen English as a Foreign Language (EFL) learners, majoring in English language teaching. The data were collected through semi-structured interviews with six participants and the learning analytics module of the interactive video software. The six interview participants, along with 31 others, also responded to reflective journal prompts. The participants reported that interactive videos provided them with meaningful input and timely feedback, and the perceived improvement in their listening skills motivated them. Most of the participants reported that they preferred interactive components for promoting higher engagement, but they also highlighted that having frequent interactive elements distracted them from the content. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437283 |
| Database: | ERIC |
| Abstract: | As blended and online courses are becoming more prevalent, there is need for research into how digital tools might help teachers increase learner motivation and engagement in online learning. This qualitative case study explores learners' perceptions of interactive videos, with a particular focus on perceived levels of learner motivation and engagement, along with the apparent value of the interactive elements in providing feedback and improving listening comprehension. The participants were 37 freshmen English as a Foreign Language (EFL) learners, majoring in English language teaching. The data were collected through semi-structured interviews with six participants and the learning analytics module of the interactive video software. The six interview participants, along with 31 others, also responded to reflective journal prompts. The participants reported that interactive videos provided them with meaningful input and timely feedback, and the perceived improvement in their listening skills motivated them. Most of the participants reported that they preferred interactive components for promoting higher engagement, but they also highlighted that having frequent interactive elements distracted them from the content. |
|---|---|
| ISSN: | 1832-4215 |
