The effects of group work with assigned roles on learner-instructor interaction (LII), learnerlearner interaction (LLI), and task achievement were investigated in non-face-to-face general English classes to determine implications for non-face-to-face online group work. The participants were 128 university students in South Korea. Zoom was employed for the synchronous classes (SC), and the university's LMS (Learning Management System) was utilized for the asynchronous classes (AC). The participants were divided into three groups: Group A were assigned designated roles in SC, Group B were not assigned specific roles in SC, and Group C were assigned designated roles in AC. The students were required to produce two English presentation videos. The participants exchanged feedback and comments about the content and structure of the presentation script. The video production and editing through group work, a pre-and postquestionnaire, and task results were employed as analysis data. The results revealed that group work in which roles were assigned had a positive effect on LII and LLI. It should be noted that group work differs from face-to-face instruction. Thus, it is imperative that techers design detailed plans in advance and monitor student participation closely. Pedagogical implications and recommendations for future studies are outlined.

The present study investigates the preferences of students regarding the principles for the effective design of instructional videos to identify factors that influence engagement. A questionnaire was distributed to 232 students enrolled in online liberal arts classes at a private university in South Korea. Frequency analysis was conducted to determine preferences, whereas an independent sample t-test and one-way analysis of variance were administered to verify any differences in preferences according to gender and grade. The findings are as follows. First, out of the 12 principles that should be considered in the design of instructional videos, the students most preferred the review quiz principle. Moreover, this factor was found to exert the greatest influence on engagement. Second, incorporating real-life situation principles into instructional videos also had a significant impact on engagement. Third, female students expressed higher levels of preference than did male students in terms of the preview, course content on screen, and review quiz principles. Fourth, sophomores preferred the review quiz principle more than the freshmen did. The results of the present study are in line with those of previous research in that the effective instructional design of multimedia lessons requires reducing extraneous processing, managing essential processing, and fostering generative processing. Particularly, the study found that Korean students value video lectures with generative activities for meaningful learning. Based on the findings of the study, pedagogical considerations of the design of recorded lectures and its structure for active engagement, and suggestions for future studies are provided.

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