Motivation Through Student-Made Video Projects: A Qualitative Case Study
Date
2020-07-07
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Abstract
While motivation can arise from both intrinsic and extrinsic sources, educators have long sought different ways to motivate students in the language classroom. One way to accomplish this is to engage students in technology-enhanced learning through video projects whereby they plan, organize, collaborate, communicate, and record their end product such as an oral presentation of a topic or a short film. This case study explored how English as a Foreign Language (EFL) students perceived the impact of video projects on their motivation for language learning in a medium-sized private university in the Republic of Korea. Utilizing semi-structured interviews, student artifacts, and researcher field notes/reflection journal, the study investigated eight students’ perceptions and experiences in relation to creating infomercial video projects and how this process interacted with their language learning motivation. Data was analysed, coded, and organized into themes and subthemes. Findings revealed that motivational orientations of the students were based on a series of factors such as family, classroom influences, and future goals and opportunities. Students, in general, reported positive perceptions in relation to the creation of video projects based on their collaborative and technology-enhanced learning experiences. Additionally, findings also point to the role of sociocognitive constructs of motivation, including self-efficacy, task value, and affect in the perceived influence of video projects on learner motivation. By providing a rich understanding of the dynamic and fluid nature of language learning motivation during video projects, the study presents new insights as to the role of learner-centred and technology-enhanced approaches to promoting motivation in the post-secondary EFL classrooms.
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English as a Foreign Language, EFL, motivation, video projects, Task-based language learning, TBLT, technology, collaborative learning
Citation
Jung, C. D. (2020). Motivation Through Student-Made Video Projects: A Qualitative Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.