Designing and Developing Multimedia Videos and Micro-Movies for Flipped/Blended Language Learning: An Exploratory Study
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2023
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Clifford Publishing
Abstract
Flipped learning/blended has become popular in foreign language teaching. Learning grammar and vocabulary can take place outside of classrooms to save Face-to-Face (FTF) time for more interactive practice. However, good materials to aid students for this purpose are not often available online. This study used an exploratory approach in combination of the Design-Based research method to investigate whether vocabulary and grammar videos and micro-movies designed according to instructional and multimedia design principles helped students learn and how students used these pre-recorded materials for their learning outside of class. Thirty-nine beginning- and intermediatelevel Chinese-as-a-Foreign-Language (CFL) learners in a university in the United States participated in the study. Data were collected through questionnaires, reflections, interviews, and verbal protocol. The findings show that these materials enforced students’ learning of both vocabulary and grammar. The students enjoyed and benefited from using these materials in terms of learning how to use new grammar points and new vocabulary, practicing listening and writing skills, and acquiring cultural and pragmatic language skills. The students also pointed out what improvements should be made to the materials such as anticipating questions from the students and clarify those questions, using the break-down method more extensively in explaining the grammatical structures, providing a more extensive explanation of the grammar and using more complicated examples, and so on. The findings shed light on how to design online pre-recorded materials to maximize CFL learners’ learning. The paper concludes with three design principles drawn from this study.
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This article is published as Zhang, S., Designing and Developing Multimedia Videos and Micro-Movies for Flipped/Blended Language Learning: An Exploratory Study. International Journal of Chinese Language Teaching (2023) Vol. 4 (3) 12-35 https://doi.org/10.46451/ijclt.20230302. Posted with permission.
IJCLT is an Open Access journal and all published papers are licensed under the Creative Commons Attribution License 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, or to use them for any other lawful purpose. Authors retain copyrights and full publishing rights without restrictions. Authors are also welcome to deposit all versions of their paper in an institutional or other repository of the authors' choice without embargo.
IJCLT is an Open Access journal and all published papers are licensed under the Creative Commons Attribution License 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, or to use them for any other lawful purpose. Authors retain copyrights and full publishing rights without restrictions. Authors are also welcome to deposit all versions of their paper in an institutional or other repository of the authors' choice without embargo.