Journal article
PLAYPOSIT: USING INTERACTIVE VIDEOS IN LANGUAGE EDUCATION
Teaching English with technology, Vol.18(1), pp.105-115
2018
Abstract
Educational videos are among the most influential and authentic tools in foreign language education (Choi & Johnson, 2007; Erbaggio, Gopalakrishnan, Hobbs, & Liu, 2012; Hafner, 2014; Mackey & Ho, 2008; Mirvan, 2013; Shih, 2010; Wang, 2014). The reason that videos are particularly popular in foreign language education is that they are multimodal, that is, even in their basic form, they provide students with auditory, visual, contextual, verbal, and non-verbal sources of input, which can enhance comprehension (Gernsbacher, 2015; Hoven, 1999; Seo, 2002) by providing comprehensible input (Krashen, 1981, 1985). Moreover, some researchers (e.g. Borrás & Lafayette, 1994; Danan, 2004; Davey & Parkhill, 2012; Hsu, 1994; Hsu, Hwang, Chang, & Chang, 2013; Markham & Peter, 2003; Montero Perez, Peters, Clarebout, & Desmet, 2014; Plass, Chun, Mayer, & Leutner, 1998; Vanderplank, 2016) have attempted to make videos more educationally purposeful through captions (texts in the original language) and/or subtitles (texts in the target language), supporting listening comprehension and vocabulary development.
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Details
- Title
- PLAYPOSIT: USING INTERACTIVE VIDEOS IN LANGUAGE EDUCATION
- Creators
- Seyed Abdollah Shahrokni
- Publication Details
- Teaching English with technology, Vol.18(1), pp.105-115
- Academic Unit
- Department of Teaching and Learning
- Publisher
- IATEFL Poland Computer Special Interest Group and The University of Nicosia
- Number of pages
- 11
- Identifiers
- 99901398003501842
- Language
- English
- Resource Type
- Journal article