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EFL Students’ Improvement through the Reflective YouTube Video Project, By…
EFL Students’ Improvement through the Reflective YouTube Video Project
Topic
The reflection process of the EFL YouTube video project in higher education
Aims
To reveal how factors in higher education affected the YouTube video project
To provide evidence showing students’ self-improvement in EFL learning via the YouTube video project
Background
YouTube’s contribution to EFL learning has made it an enticing learning media for students in this millennial era
YouTube created engaging atmosphere for learning English
Keywords
YouTube, video project, students’ reflection, English learning, EFL
Research questions
What are the factors that influence the reflection process of the EFL YouTube video project in higher education?
What are the students’ self-improvements through the reflection process of the EFL YouTube video project in higher education?
Previous research
Students in higher education voted YouTube as their favourite platform to learn English because it is attractive, useful, and strictly relevant to their life (Kelsen, 2009)
The value of the YouTube platform in its contribution to the EFL learning (Duffy, 2008)
Gap of existing studies
Previous research findings have vividly portrayed the significance of YouTube video project in EFL learning; however, they have not dug out the information in depth through the students’ reflection
Theoritical framework
4 features in reflection proposed by Rogers (2001)
There should be a triggering situation or experience that is not common or surprising
The students get a chance to discover their responses and thoughts to the activity that has been done
The students should be actively engaged in the learning activity
The result proves the achievement of new understanding and knowledge to his or her experience
Findings
6 factors influenced the reflection process of YouTube video project
Competencies
Beliefs
Environment
Behaviour
Identity
Mission
Students’ improvements in other areas
The development of team work skills
Mental management skills
Technological ability
Creativity in delivering information
Methodology
Research design
Qualitative content analysis
Participants
79 non-English speaking students from Psychology study program in Sanata Dharma University, Indonesia
Data collection
Direct observation
Collecting the students’ written reflections
Data analysis
Content analysis
Suggestions
Teachers should inform the students of the assessment rubric for the project in advance so that they would have additional guidance for the learning criteria of the project
An investigation of the role of the English project as a tool to build meaningful learning experiences for students should be considered
Conclusions
Reflection activities should be undertaken by not only students but also lecturers in the form of teaching reflections
The information would be more useful when a juxtaposition of both students’ and lecturers’ views was utilized to form better structures to maximize the learning process
Citation
Sari, A. B. P., Dardjito, H., & Azizah, D. M. (2020). EFL Students’ Improvement through the Reflective YouTube Video Project. International Journal of Instruction, 13(4), 393-408.
https://doi.org/10.29333/iji.2020.13425a
By Dyna Akhyarni (180203003)