Motivation Through Student-Made Video Projects: A Qualitative Case Study

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dc.contributor.advisorBoz, Umit
dc.contributor.authorJung, Christina Dahee
dc.contributor.committeememberRoy, Sylvie
dc.contributor.committeememberTweedie, M. Gregory
dc.contributor.committeememberKim, Beaumie
dc.contributor.committeememberSpiliotopoulos, Valia
dc.date2020-11
dc.date.accessioned2020-07-10T18:06:38Z
dc.date.available2020-07-10T18:06:38Z
dc.date.issued2020-07-07
dc.description.abstractWhile 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.en_US
dc.identifier.citationJung, 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38003
dc.identifier.urihttp://hdl.handle.net/1880/112281
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectEnglish as a Foreign Languageen_US
dc.subjectEFLen_US
dc.subjectmotivationen_US
dc.subjectvideo projectsen_US
dc.subjectTask-based language learningen_US
dc.subjectTBLTen_US
dc.subjecttechnologyen_US
dc.subjectcollaborative learningen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Technologyen_US
dc.subject.classificationLiterature--Asianen_US
dc.subject.classificationLiterature--Englishen_US
dc.titleMotivation Through Student-Made Video Projects: A Qualitative Case Studyen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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