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A Case Study: The Role of Student-Generated Vidcasts in K-12 Language Learner Academic Language and Content Acquisition
ARTICLE

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Journal of Research on Technology in Education Volume 46, Number 3, ISSN 1539-1523

Abstract

The purpose of this study was to explore the integration of vidcasts as student-generated products in English as a second language (ESL) classrooms. We collected qualitative data through observations, student artifacts, and semistructured interviews from 16 reading students at a public middle school located in the southwestern United States. Study findings indicate that collaboration on development of vidcasts contributes to student linguistic development by promoting negotiation of meaning, and this activity further enriches learning when students rotate roles and responsibilities. This study also found that students needed to participate in several production and feedback cycles to develop audience awareness. Therefore, products of student thinking should mimic tools used by real-world experts. Finally, students highly value creative freedom and, when given the opportunity, draw from a variety of skills and talents to create unique representations of learning.

Citation

Green, L.S., Inan, F.A. & Maushak, N.J. (2014). A Case Study: The Role of Student-Generated Vidcasts in K-12 Language Learner Academic Language and Content Acquisition. Journal of Research on Technology in Education, 46(3), 297-324. Retrieved October 20, 2019 from .

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