Digital Video Creation in the LSP Classroom
Keywords:Languages for Specific Purposes, video, language pedagogy, digital literacy, multimodality
The twenty-first century world of digital media and multimodalities demands a rethinking of approaches to languages for specific purposes (LSP). This article seeks to determine the effectiveness of digital video creation as a teaching and learning tool in the LSP context through an investigation of students’ perceptions of the usefulness of this activity. The study is based on a digital video creation project carried out with a group of second year undergraduate students on the BSc in Biotechnology programme in NUI Galway who also study French as part of their degree programme. The findings are indicative of an overwhelmingly positive response from learners to this activity, both in terms of the development of language skills and other key social and professional skills. However, findings also warn that students’ digital competencies must not be over-estimated, despite a general assumption in technology-enhanced language learning research, that the current generation of students have a high level of digital literacy. This study highlights the pedagogical potential of digital video creation in the language classroom and demonstrates that it embraces many of the core elements underpinning progressive LSP pedagogy, by giving students the opportunity to keep pace with the multimodality afforded by digital media and by ensuring their language learning is both contextualised and authentic. It advocates the use of digital video creation in language learning and particularly in LSP, by highlighting the strong impact that this activity had on the participants in this study.
Allan, M. (1985). Teaching English with video. Essex: Longman.
Arnó-Macià, E. (2012). The role of technology in teaching languages for specific purposes courses. The Modern Language Journal, Focus Issue: Languages for Specific Purposes, (96): 89-104. https://doi.org/10.1111/j.1540-4781.2012.01299.x
Arnó-Macià, E. (2014). Information technology and languages for specific purposes in the EHEA: options and challenges for the knowledge society. In Bárcena, E., Read, T. and Arus, J. (eds.) Languages for specific purposes in the digital era. Heidelberg; New York; Dordrecht; London: Springer. https://doi.org/10.1007/978-3-319-02222-2_1
Arnó, E., Soler, A. and Rueda, C. (eds.) (2006). Information technology in languages for specific purposes. New York: Springer.
Bárcena, E., Read, T. and Arus, J. (eds.) (2014). Languages for specific purposes in the digital era. Heidelberg; New York; Dordrecht; London: Springer. https://doi.org/10.1007/978-3-319-02222-2
Burston, J. (2016). The future of foreign language instructional technology: BYOD MALL. The EUROCALL Review, 24(1): 3-9. https://doi.org/10.4995/eurocall.2016.4431
Caws, C. and Heift, T. (2016). Evaluation in CALL. Tools, interactions, outcomes. In Farr, F. and Murray, M. (Eds.). The Routledge Handbook of Language Learning and Technology. London; New York: Routledge, 127-140.
Chambers, A. (1996). LSP theory and second language acquisition. In Hickey, T. and Williams J. (eds.), Language, education and society. Bristol: Multilingual Matters, 232-238.
Chapelle, C. (2001). Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing and Research. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524681
Cooper, R., Lavery, M. and Rinvolucri, M. (1991). Video. Oxford: Oxford University Press.
Dal, M. (2010). Digital video production and task-based language learning. Ráostefnurit Netlu-Menntakvika. http://netla.khi.is/menntakvika2010/alm.021.pdf (accessed June 20, 2017)
Dalton-Puffer, C., Nikula, T. and Smit, U. (2010). Language use and language learning in CLIL classrooms. Philadelphia; Amsterdam: John Benjamins. https://doi.org/10.1075/aals.7
Dudley-Evans, T. and St. John, M.J. (1998). Developments in ESP. A multi-disciplinary approach. Cambridge: Cambridge University Press.
Dugartsyrenova, V. and Sardegna, V. (2016). Developing oral proficiency with VoiceThread: Learners’ strategic uses and view. ReCALL, 29(1): 59-79. https://doi.org/10.1017/S0958344016000161
Duman, G., Orhon, G. and Gedik, N. (2014). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2): 197-216. https://doi.org/10.1017/S0958344014000287
García Laborda, J. (2011). Revisiting materials for teaching languages for specific purposes. The Southeast Asian Journal of English Language Studies, 17(1): 102-112.
Gardner, D. (1994). Student-produced video documentary: Hong-Kong as a self-access resource. Hong Kong Papers in Linguistics and Language Teaching, 17: 45-53.
Gee, J.P. and Hayes, E.R. (2011). Language and learning in the digital age. New York: Routledge. https://doi.org/10.4324/9780203830918
Goldstein, B. and Driver, P. (2015). Language learning with digital video. Cambridge: Cambridge University Press.
Gollin-Kies, S., Hall, D. and Moore, S.H. (2015). Language for specific purposes. New York: Palgrave Macmillan. https://doi.org/10.1057/9781137500762
González-Pueyo, I., Foz, C. Jaime, M. and Luzón, M.J. (eds.) (2009). Teaching academic and professional English online. Bern: Lang.
Goulah, J. (2007). Village voices, global visions: digital video as a transformative foreign language tool. Foreign Language Annals, 40(1): 62-78. https://doi.org/10.1111/j.1944-9720.2007.tb02854.x
Gromik, N. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers & Education, 58: 223-230. https://doi.org/10.1016/j.compedu.2011.06.013
Guichon, N. and Cohen, C. (2016). Multimodality and CALL. In Farr, F. and Murray, M. (Eds.). The Routledge Handbook of Language Learning and Technology. London; New York: Routledge, 509-521.
Hafner, C. and Miller, L. (2011). Fostering learner autonomy in English for science: a collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3): 68-86.
Halliday, M.A.K., Strevens, P. and McIntosh, A. (1964). The linguistic sciences and language teaching. London: Longman.
Harbon, L. and Shen, H. (2015). Researching language classrooms. In Paltridge, B. and Phakiti, A. (eds.). Research Methods in Applied Linguistics. A Practical Resource. London; New Delhi; New York; Sydney: Bloomsbury, 457-470.
Hutchinson, T. and Waters, A. (1987). English for specific purposes. London: Longman. https://doi.org/10.1017/CBO9780511733031
Kearney, M., Jones, G. and Roberts, L. (2012). An emerging learning design for student-generated ‘iVideos’. Teaching English with Technology. Special Issue on LAMS and Learning Design. 12(2): 103-120.
Naqvi, S. and Mahrooqi, R. (2016). ICT and language learning: A case study on student-created digital video projects. Journal of Cases on Information Technology, 18(1): 49-64. https://doi.org/10.4018/JCIT.2016010104
Nikitina, L. (2010). Video-making in the foreign language classroom: applying principles of constructivist pedagogy. Electronic Journal of Foreign Language Teaching, 7(1): 21-31.
Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology and Society, 9(2): 178-197.
Prensky, M. (2012). From digital natives to digital wisdom: hopeful essays for 21st century learning. California, London, New Delhi: Sage. https://doi.org/10.4135/9781483387765
Prensky, M. and Heppell, S. (2008). Teaching digital natives: partnering for real learning. Thousand Oaks, California: Corwin Press.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon (MCB University Press). 9(5): 1-6. https://doi.org/10.1108/10748120110424816
Reyes, A., Pich, E. and Garcia, M.D. (2012). Digital storytelling as a pedagogical tool within a didactic sequence in foreign language teaching. Digital Education Review, 22: 1-18.
Rodgers, O., Chambers, A. and Le-Baron Earle, F. (2011). Corpora in the LSP classroom: a learner-centred corpus of French for biotechnologists. International Journal of Corpus Linguistics. Applying Corpus Linguistics, 16(3): 391-411. https://doi.org/10.1075/ijcl.16.3.06rod
Sager, J.C., Dungworth, D. and McDonald, P.M. (1980). English special languages: principles and practice in science and technology. Wiesbaden: Brandstetter Verlag.
Secules, T., Herron, C. and Tomasello, M. (1992). The effect of video context on foreign language learning. The Modern Language Journal, 76: 480-490. https://doi.org/10.1111/j.1540-4781.1992.tb05396.x
Shrosbee, M. (2008). Digital video in the language classroom. JALT CALL Journal, 4(1): 75-84.
Swales, J.M. (2000). Languages for specific purposes. Annual Review of Applied Linguistics, 20: 59-76. https://doi.org/10.1017/S0267190500200044
Über-Grosse, C. and Voght, G.M. (2012). The continuing evolution of languages for specific purposes. The Modern Language Journal, Focus Issue: Languages for Specific Purposes 96: 190-202. https://doi.org/10.1111/j.1540-4781.2012.01304.x
Widdowson, H.G. (1998). Communication and community: the pragmatics of ESP. English for Specific Purposes. 17: 3-14. https://doi.org/10.1016/S0889-4906(97)00028-8
Willis, J. (1983). Implications for the exploitation of video in the EFL classroom. In McGovern, J. (ed.), Video applications in English language teaching, ELT documents 114. London: Pergamon Press, 29-42.
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License