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Building Real-life Connection and Engagement: Video Role-Play in Foreign Language Learning

Building Real-life Connection and Engagement: Video Role-Play in Foreign Language Learning. Li Jin Department of Modern Languages . 15th Annual DePaul Faculty Teaching & Learning Conference April 16, 2010. Role-play in Foreign Language Learning .

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Building Real-life Connection and Engagement: Video Role-Play in Foreign Language Learning

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  1. Building Real-life Connection and Engagement: Video Role-Play in Foreign Language Learning Li Jin Department of Modern Languages 15th Annual DePaul Faculty Teaching & Learning Conference April 16, 2010

  2. Role-play in Foreign Language Learning • Learning styles & Individual differences (e.g. Kolb, 1984; Skehan, 1993) • Kinesthetic • Visual • Auditory • Verbal • Student-centered learning (Estes, 2004) • Interaction in second language acquisition • Interactionism (Doughty & Long , 2003) • Sociocultural theory (Lantolf & Thorne, 2006)

  3. Video Role-Play in FL Learning • Language anxiety • Digital generation • Nativeness with digital technologies • Access to video producing and editing • Role-play evaluation • Feedback on role-play

  4. Video Role-Play Task Design • Task objectives • Task procedures • Task evaluation • Feedback on task results

  5. Video Role-Play: Task Objectives • Demonstrate appropriate speaking ability in a conversation (accuracy in tones and pronunciation, fluency) • Demonstrate the communicative skill s to conduct a conversation (conversation flows, sentence structures) • Demonstrate appropriate understanding of the cultural context in which the conversation takes place (social setting, body language, eye contact) • Demonstrate writing ability (all characters are correct)

  6. Video Role-Play: Task Procedures • Develop role-play script : real-life vs. fabricated story • Produce Video • Camcorder • Build-in video camera • Edit Video • PC: Movie-maker • MAC : iMovie • Subtitle editing • Video Evaluation • Project Feedback

  7. Video Role-Play: Video Editing- PC • Making Video • Camcorder • Video editing • Movie maker

  8. Video Role-Play: Video Editing- PC • What Movie Maker can do • Import video , text, music • Video transition • Video effect • Titles and credits

  9. Video Role-Play: Video Editing- Mac • Shooting Video • Camcorder • Built-in camera • Editing Video • iMovie

  10. Video Role-Play: Video Editing- Mac • What iMovie can do: • Import video , text, music • Video transition • Video effect • Titles and credits • Change a clip’s speed • Pick a theme

  11. Video Role-Play: Task Evaluation • Evaluate according to your task objectives • Tolerate technology glitches and allow extra credits • Evaluation rubric available for students in advance

  12. Video Role-Playing: Feedback on Task Results • Teacher & student: Review the video along with the notes on the rubric; • Student : Revise grammatical mistakes

  13. Students’ Perspectives of Video Role-Play • Fun, exciting : create our own story • Love to use some Chinese music • Not nervous about the performance in front of the class • More time to prepare and practice : submit my best work • Got a chance to listen to my own pronunciation • Time-consuming to make the video and add the subtitles • Less motivated to remember my lines • “Horrified” to watch myself speaking Chinese • Example

  14. Pedagogical Implications • Performance-based learning • engage every student in performance • cultural sensitivity • Connection between real-life and learning content • encourage stories that happen in real life • Student-centered reflective learning • encourage students to reflect on what they’ve done well and what they could have done better in the project

  15. Pedagogical Implications: Beyond FL Teaching • How to design multimedia-based projects? • consider students’ interests: digital generation / technology support on campus • task objectives • task evaluation • Service-based Learning • document students’ participation for e-portfolio • video case study

  16. References • Doughty, C. J., & Long, M. H. (eds.). Handbook of second language acquisition. Oxford: Blackwell, 2003. • Estes, Cheryl. (2004). Promoting student-centered learning in experiential education. Journal of Experiential Education, 27(2), pp. 141-161. • Kolb, David. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. • Skehan, P. (1993). Individual differences in second-language learning. Edward Arnold.

  17. THANK YOU VERY MUCH! 谢谢！ Should you have any questions, feel free to contact Li Jin at ljin2@depaul.edu

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