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2018 | 18 | 1 | 105-115

Article title

PLAYPOSIT: USING INTERACTIVE VIDEOS IN LANGUAGE EDUCATION (App Review)

Content

Title variants

Languages of publication

EN

Abstracts

Keywords

Year

Volume

18

Issue

1

Pages

105-115

Physical description

Contributors

  • Washington State University

References

  • Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509-533.
  • Borrás, I., & Lafayette, R. C. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. Modern Language Journal, 78(1), 61-75.
  • Bloom, B. S. (Ed.). (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. New York: Longmans, Green.
  • Brown, D. (2004). Language Assessment: Principles and Classroom Practices. White Plains, NY: Pearson.
  • Choi, H. J., & Johnson, S. D. (2007). The effect of problem-based video instruction on learner satisfaction, comprehension and retention in college courses. British Journal of Educational Technology, 38(5), 885-895.
  • Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row.
  • Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497-527.
  • Davey, R., & Parkhill, F. (2012). Raising adolescent reading achievement: The use of sub-titled popular movies and high interest literacy activities. English in Aotearoa, 78, 61-71.
  • Egbert, J. (2004). A study of flow theory in the foreign language classroom. Canadian Modern Language Review, 60(5), 549-586.
  • Egbert, J. (2007). Asking useful questions: Goals, engagement, and differentiation in technology-enhanced language learning. Teaching English with Technology, 7(1), 1-17.
  • Egbert, J. (2009). Supporting Learning with Technology: Essentials of Classroom Practice. Upper Saddle River, NJ: Pearson.
  • Erbaggio, P., Gopalakrishnan, S., Hobbs, S., & Liu, H. (2012). Enhancing student engagement through online authentic materials. IALLT Journal of Language Learning Technologies, 42(2), 27-51.
  • Farhady, H., Jafarpur, A., & Birjandi, P. (1994). Testing Language Skills: From Theory to Practice. Tehran: SAMT Publications.
  • Gernsbacher, M. A. (2015). Video captions benefit everyone. Policy Insights from the Behavioral and Brain Sciences, 2(1), 195-202.
  • Hafner, C. A. (2014). Embedding digital literacies in English language teaching: Students' digital video projects as multimodal ensembles. TESOL Quarterly, 48(4), 655-685.
  • Healey, D., Hegelheimer, V., Hubbard, P., Ioannou-Georgiou, S., Kessler, G., & Ware, P. (2008). TESOL Technology Standards Framework. Alexandria, VA: TESOL.
  • Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning & Technology, 3(1), 88-103.
  • Hsu, C.-K., Hwang, G.-J., Chang, Y.-T., & Chang, C.-K. (2013). Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices. Educational Technology & Society, 16(1), 403-414.
  • Hsu, J. (1994). Computer Assisted Language Learning (CALL): The Effect of ESL Students’ Use of Interactional Modifications on Listening Comprehension (Unpublished doctoral dissertation). Department of Curriculum and Instruction, College of Education. Ames, IA: Iowa State University.
  • Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. New York, NY: Prentice Hall.
  • Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. New York, NY: Laredo Publishing Company.
  • Lantolf, J. P. & S. L. Thorne (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
  • Mackey, T. P., & Ho, J. (2008). Exploring the relationships between web usability and students’ perceived learning in web-based multimedia (WBMM) tutorials. Computers & Education, 50(1), 386-409.
  • Markham, P. L., & Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331-341.
  • Mirvan, X. (2013). The advantages of using films to enhance student’s reading skills in the EFL classroom. Journal of Education and Practice, 4(13), 62-66.
  • Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18(1), 118-141.
  • Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90(1), 25-36.
  • Seo, K. (2002). The effect of visuals on listening comprehension: A study of Japanese learners’ listening strategies. International Journal of Listening, 16(1), 57-81.
  • Shih, R. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883-897.
  • Vanderplank, R. (2016). ‘Effects of’ and ‘effects with’ captions: How exactly does watching a TV programme with same-language subtitles make a difference to language learners? Language Teaching, 49(2), 235-250.
  • Vygotsky, L. (1978). Mind in Society. Cambridge: Harvard University Press.
  • Wang, Z. (2014). An analysis on the use of video materials in college English teaching in China. International Journal of English Language Teaching, 2(1), 23.
  • Wertsch, J. V. (1985). Culture, Communication and Cognition: Vygotskian Perspectives. Cambridge: Cambridge University Press.

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.desklight-eef8905e-ff62-46e8-b028-9d3dd43bfa3b
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