Increasing Student Motivation Through Video Projects

1. Increasing Student Motivation Through Video Projects 2007 ACTFL Annual ConventionSan Antonio, TX Yuko Prefume, Baylor University Peggy Hardt, University of North Texas

2. Motivation and Foreign Language “Motivation is one of the most important factors that determine the rate and success of L2 attainment.” (Dornyei and Csizer, 1998)

3. Motivation and Foreign Language Motivation “is a process whereby goal-directed activity is instigated and sustained” (Pintrich & Schunk, 1996)

4. Motivation and Foreign Language • Motivation provides the primary impetus to initiate learning the L2 • Later becomes the driving force to sustain the long and often tedious learning process (Dornyei & Csizer, 1998)

5. Two Types of Motivation • Extrinsic motivation money, prizes, grades, positive feedback, to avoid punishment (Van Aacken, 1999) • Intrinsic motivation satisfaction in the performance of the activity (Schmidt et al., 1996)

6. Extrinsic Motivation • Extrinsic motivation does not motivate students to continue studying for a number of years (Sandrock, 2002)

7. Intrinsic Motivation • “When students know they are learning something worthwhile, something they want to learn, they enroll and stick with it.” (Sandrock, 2002)

8. Intrinsic Motivation • Feel and know they have a choice • Willing to be challenged and to be creative • Linked to the individual’s positive feelings while performing the task (Noels, Clement, & Pelletier, 1999)

9. To Activate Intrinsic Motivation • Collaborative learning • Interactive learning (Kinzie, J., Muller, P.A., Simmons, A., & Stage, F.K, 1998) • Learning in authentic environment • Creativity and choice • Enjoyable task/get excited about learning • Tangible product

10. Video Projects • Giving directions to a location • University of North Texas • Japanese 2050 (4th semester) • Cooking show • Baylor University • Japanese 2320 (4th semester)

11. --Giving Directions--Assignment • Scenario: • One person is looking for a room in a building, a building on campus, or a place in town and asks a passerby • Two skits: • A giving directions to B • B giving directions to A • Approximately 15 lines / 2 minutes each

12. Objectives Students will: • Properly use grammar studied: • を (expressing movement along a route) • 〜てから (ordering steps) • 〜と (giving a consequence) • で (expressing a limit in time, etc.) • はず (stating a presupposition) • Use expressions appropriate to the context • Gain fluency in speaking

13. Tasks • Write draft of skit • Revise the skit • Videotape the skit • Submit video and final written version of the script • Watch classmates’ videos and vote on: • Best Japanese • Best Storyline • Best Performance

14. Assessment • 20% Script drafts • Development & preparation • 80% Video skit • Communicative success • Sociolinguistic competence • Grammatical competence • Presentation style & delivery

15. Art Building

16. Pool

17. Survey Results • Did you enjoy this project? • Yes, very much! 32% • Yes 41% • Sort of 27% (22 out of 35 students responded to survey)

18. Survey Results • What were the positive aspects of this project? • Less pressure than live skits (11) • Not performed in front of classmates • Can correct mistakes • Opportunity to be creative (9)

19. Survey Results • What were the negative aspects of this project? • Amount of time required & amount of time provided (10) • Filming difficulties, editing struggles (6) • Group conflicts (5)

20. Survey Results • What did you think of the video skits compared to in-class skits in terms of language learning? • Much better chance to practice 27% • A little better chance to practice 23% • About the same 41% • Not as good of a chance… 9%

21. Survey Results • What suggestions do you have on how we can make the project go more smoothly? • Allow more time (8) • Planning • Memorizing • Filming

22. Survey Results • Would you like to do another video skit in JAPN 3060? • Yes 20 • No 1

23. Survey Results • “This was a great project and far superior to the in-class skits. However, the challenge of learning to use a camera and editing software was almost too much, and is not related to Japanese.”

24. Survey Results • “We had a blast doing it! We could hardly stop laughing long enough to film a dialogue!”

25. Survey Results • “I think that this was a good idea. I like the project a lot. I think that this brings out the creative side of everyone involved. Plus, we get to hear how we sound when speaking Japanese. It is always different from what we think we sound like. For example, I may think that in my mind I sound really cool and awesome but in reality it is really bad and that I need to improve the quality of my Japanese.”

26. Recipe and Cooking Show Project Objectives: To practice reading, speaking, listening, and writing in Japanese To expand vocabulary and use of ritual utterances and interjections in Japanese To gain better understanding of verbal conjugation -て　　-る　　-ます form

27. Tasks: １. Students will look up English equivalents of basic cooking vocabulary words. ２. Students will create a Japanese recipe card by translating a recipe written in English into Japanese. ３. Students will create a script for the cooking show. (convert verbal direct style into distal style) 4. Students will video tape the cooking show.

28. Grading: Grades on the written product (recipe card) and the presentation (video product) based on rubrics. Written Product (recipe card): • Organization • Grammar & Spelling • Use of Vocabulary Presentation (video): • Enunciation: Speaks clearly, concisely • Liveliness: Lively, entertaining, some humor, enthusiasm, confident, being a team player • Appropriate use of vocabulary, grammar, and sentence structures

29. Banana Nut Breadバナナと木の実のパン

30. Strawberry and Chocolate Trifleいちごとチョコレートのトリフル

31. I. Please finish the following statement. Through the recipe project, I learned: • How to understand everything I am memorizing • How to speak Japanese more conversationally, not just reciting lines • Proper use of interjections • How to structure more complex sentences • New study skills and better research methods in grammar and vocabulary

32. II. Please list what you think are the positive and negative aspects of this type of project. Positives: • Learning many new kanji and words and how to say them formally and informally; it was fun to film and create a conversation. • Getting to learn a lot of different words that you don’t normally get to learn in class • The kind of details that can only be explained by doing it

33. Positives: • Use of creative impressions • Making myself more responsible in learning • Hands on experience • Fun to act out and speak • This method of learning is effective of learning vocabulary and verb usage

34. Negatives: • Very time consuming • Difficult to memorize lines • Editing is difficult • Scheduling conflicts with friends • Hate group projects • Too juvenile • Different levels of proficiency leads to unfair merit

35. III.Do you think this video project was more beneficial than the traditional in-class skits?  Why or why not?  Yes - 17 Mostly - 3 No - 3

36. Yes • Writing, memorizing and then learning a script help to review the material; in video editing you get to watch and hear yourself over and over again which helps bring to light certain elements of pronunciation and proficiency that need to be improved upon • Have to know what you are saying • Learned more than any of the in-class skits • More challenging • Involves more research

37. IV. Did you enjoy this project? Yes - 21 Somewhat - 1 Yes, but resentful - 1

38. Comments • I enjoyed this project. • Got to know my classmates better. • I learned more about the Japanese language. • It was fun although I was resentful during the intensive preparation.

39. V. If you were to do this project again what would you do differently? • Manage time better/better planning • Have better communication with the group members • More practice before taping (less taping time, can improvise) • Make the script more interesting • Put more time into the recipe card

40. VI. Would you like to do another video project next semester? Yes - 18 No - 2 N/A - 3

41. Comments: • Video project adds a lot to the class and lets everyone see how fun the language can be • If it didn’t take too long, I would very much enjoy making another one

42. The Projects & Motivation • Positive aspect: Sharing ideas, practicing together, and correcting each other. ⇒ Collaborative learning • “It allowed us to have a lot of fun interacting in Japanese.” • A lot more interactions ⇒ Interactive learning

43. The Projects & Motivation • “More closely resembled a real life scenario than the in-class skits.” ⇒ Authentic environment • “It allowed us to use our creativity. • “Gave us a lot of freedom and we could run with our ideas.” • More room for freestyle speaking ⇒ Creativity & choice

44. The Projects & Motivation • “We were excited about it.” • “A nice break from the normal routine.” • “It allowed us to solidify the structures we learned in the chapter in a fun way.” ⇒ Enjoyable task • “It’s fun to capture Japanese on tape.” ⇒ Tangible product

45. The Projects & Motivation • Students wanted to do it again, and do it better • Write a better script • Make it more creative and interesting • Plan ahead better • Learn lines more thoroughly • Speak more naturally and fluidly

46. Items to Address • Film editing • Composition of the groups • Quality of the final scripts • Memorization of lines • Audio quality • Time

48. References: Kinzie, J., Muller, P.A., Simmons, A., & Stage, F.K. (1998). Creating learning centered classrooms: What does leaning theory have to say? ASHE-ERIC Higher Education Report. 26 (4). Dornyei, Z., & Csizer, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research 2 (3), 203-229. Noels, K. A., & Clement, R., & Pelletier, L. G. (Spring, 1999). Perception of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal. 83 (1), 23-34. Pintrich, D. S. & Schunk, D. H. (1996). Motivation in education: Theory, research, and application. Englewood Cliffs, NJ: Prentice Hall Sandrock, P. (2002). Creating intrinsic motivation to learn world language. The modern Language Journal. 86 (4). 610-=12. Schmidt, R., Boraie, D., & Kassabgy, O. (1996) Foreign language motivation: Internal structure and external connections’, in R. Oxford (ed.) Language Learning Motivation: Pathways to the new century. Second Language Teaching & Curriculum Center, University of Hawaii Press. Van Aacken, Satoko. (1999) What motivates L2 learners in acquisition of kanji using CALL: A Case study. Computer Assisted Language Learning. 12 (2). 113-116