The Effectiveness of a Video‐Based Curriculum in Teaching Culture

Herron, Carol; Cole, Steven P.; Corrie, Cathleen; Dubreil, Sébastien

doi:10.1111/0026-7902.00038

Cited by 74 publications

(57 citation statements)

References 13 publications

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“…These findings align with the results of many studies that have discussed the importance of using different types of technology in teaching the sociocultural aspects of language, such as; Brooks (1989); Herron (1999); Cunning (2000); Rammal (2006); Wilcox(2009);Albirini (2009);and Bataineh (2009). The results are also in harmony with Ko (2012), who investigated the impact of synchronous CMC learning environments on learners' perception of social presence.…”

Section: International Journal Of Educationsupporting

confidence: 86%

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

Bataineh¹,

Al-Abdali²

2015

IJE

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This study aimed at investigating the use of web-cam chat as one of the most effective tools of Computer-Mediated Communication (CMC), and measuring its effect on the sociocultural competence of the English as foreign language learners. The sample of the study consisted of 38 undergraduate EFL learners who registered for a Conversational Skills Course at Al-alBayt University during the academic year 2013-2014. However, the chosen sample of the study was of two groups: Group one consisted of (20) students, which was chosen as an experimental group, and group two consisted of (18) students, which was assigned as a control group. Data were collected within 8 weeks and statistical analysis was prepared (T-test, one-way analysis of variance, and Scheffe). To assess the effect of using web-cam chat on EFL learners sociocultural competence, students in both groups sat for a written and an oral test at the beginning of the second semester of the academic year 2013-2014 so as to determine their actual sociocultural knowledge before starting the experiment. After 8 weeks, the same test was administered as a posttest. The results of the study indicated that the experimental group performed better that the control group in the sociocultural aspects of language due to the new method of teaching that is Web-cam chat. The results of the study showed that the experimental group acquired some sociocultural aspects rather than the others. Additionally, the findings of the study revealed that the experimental group students have developed their language skills. This might be due to the effect of web-cam chat through which the experimental groups' students interacted a lot with native speakers of English. Accordingly, a set of recommendations were provided at the end of this study.

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Section: International Journal Of Educationsupporting

confidence: 86%

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

Bataineh¹,

Al-Abdali²

2015

IJE

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“…Therefore, the class was filled with joy. Students' positive evaluation of this activity supported previous studies which highlighted the effectiveness of incorporating holiday celebration events in teaching culture (Cheng, 2006;Herron et al, 1999;Kramsch, Cain, & Murphy-Lejeune, 1996;Krasner, 1999).…”

Section: Students' Favorite Classroom Activities Web Contents and Csupporting

confidence: 78%

The Effect of Computer-Assisted Whole Language Instruction on Taiwanese University Students’ English Learning

Wang¹

2011

ELT

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The purposes of this study are: (1) to investigate students' perceptions of computer-assisted whole language instruction; (2) to examine the effectiveness of whole language instruction on students' reading improvement; and (3) to determine the difference between basic-level and advanced-level students' improvement in reading skills. A total of 212 freshmen (98 low level and 114 high level students) were quasi-randomly selected as the participants of the survey study. Instruments included a questionnaire and the English Entrance Examination. The results of the study indicate most students evaluated the instruction positively. While the significant difference in the gain scores of the t-test reveals that integrated instruction is effective in improving students' reading ability (p=0.00), basic-level students had much greater improvement than advanced-level level students, whose scores even showed slight regression. Keywords:Computer-assisted, Whole language instruction, Reading improvement, Basic-level, Advanced-level IntroductionAccording to a study investigating changes in Tunghai University students' English language ability from 1998 to (Chen, 2005, there has been a decline in English grammar and reading ability. Although students' overall listening ability improved in the seven year study, their intermediate listening skills fell again after 2003. From the perspective of inferential statistics, this case study's findings cannot be applied to all university students in Taiwan; however, they do suggest that Taiwanese university students' English ability is getting worse.Among the many studies exploring the reasons for Taiwanese university students' poor English ability, some researchers (e.g. Liou, 2008) claimed that students spent too little time reading, they lacked opportunities for using English outside class, and their linguistic knowledge (phonemic rules, syntactic rules, and vocabulary) was limited.Traditionally, Taiwanese university teachers adopt a discrete-skills approach in their teaching. They offer courses such as Freshman Reading, and Sophomore Listening and Speaking. Many teachers believe that students need to have adequate linguistic knowledge and knowledge of text structures before they acquire listening and speaking competence. Therefore, they often emphasize analyzing the roots of words and memorizing vocabulary items instead of learning for authentic communication.Reports of the Educational Testing Service (2007) revealed that Taiwanese university students' English language skills in terms of reading, writing, speaking and listening are all disappointing. Obviously, teachers need to consider other methodologies such as the whole language approach in their teaching.Proponents of the whole language approach (e.g. Doake, 1994;Dudley-Marling, 1995;Freeman & Freeman, 1994;Newman & Church, 1990) stress that human language learning starts from the whole (e.g. reading comprehension) to the parts (e.g. grammar, spelling, vocabulary, and pronunciation). They also advocate that the four skills ...

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“…Although communication scholars have attended to the effects of educational technology (Allen, Mabry, Mattrey, Bourhis, Titsworth, & Burrell, 2004;Althaus, 1997;Giddings, 2000;Herron, Cole, Corrie, & Sebastien, 1999;Isernhagen, 1999;Riding & Grimley, 1999), the attention has not been extensive, and the rigor of the extant research has been questioned (Boster, Meyer, Roberto, Inge, & Strom, 2006, p. 47). These claims are especially accurate characterizations of video-streaming research, and at present, conclusions drawn about the effects of this technology could only be based upon a weak empirical foundation.…”

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confidence: 99%