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The Application of Vlog in Task-Based Language Learning

Received: 11 June 2020     Accepted: 2 July 2020     Published: 22 July 2020
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Abstract

Computer and internet technology brought about innovative changes of students life especially their leisure time after class. In light of this, the purpose of this study is to explore learners’ participation of blog-based language learning in their independent learning in order to suggest a motivated and collaborative environment to communicate. The data for this study were collected through questionnaires and interviews and most importantly, the learners’ participation record of tutor blog from 30 second year students in Beijing Wuzi University in China. The questionnaire is designed to analysis learners’ computer literacy and their attitude towards vlog as an independent language learning too while they are doing the assigned tasks by teachers. The tutor blog experimental survey is to collect data which reflect learners’ participation status when they are told to do so after class. The overall findings of the survey show that the majority of respondents have a positive understanding about vlog-based language learning. Students are willing to finish their tasks and enjoys the sense of achievements. But some of them are less motivated in participating and publishing their ideas in the tutor vlog community, regardless of computer literacy levels. The followed interview shows that this is partly because they are lack of language awareness and communicative skills since they emerged so long in the traditional education system which takes teachers as the only source of knowledge.

Published in Social Sciences (Volume 9, Issue 4)
DOI 10.11648/j.ss.20200904.13
Page(s) 102-106
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Vlog, Community Learning, Task-Based Language Learning, Empircial Study

References
[1] Campbell. A. P. (2003), Blogs for Use with ESL Classes. Retrieved April 18, from http://iteslj.org/Techniques/Campbell-Blogs.html
[2] Richardson. W. (2006). Blogs, wikis, podcasts, and other powerful Web Tools for classrooms. Thousand Oaks: Corwin press.
[3] Ward. M. J. (2004). Blog assisted language learning (BALL): Push button publishing for the pupils. In TEFL. Web Journal Vol. 3, No. 1. 2004.
[4] Bloch. J. (2007). Abdullah’s blogging: A generation 1.5 student enters the blogsphere. In Language Learning & Technology. Vol. 11, No. 2, June 2007, pp. 128-141.
[5] Ward, R. (2003). Task-based Learning and Teaching (Book review). Tesol-Spain Newsletter 27.3 (Fall). 21-22.
[6] Abernathy, W. & Wayne, K. (1974), "Limits of the learning curve", In Harvard Business Review, Vol. 52 No. 5, pp. 109-19.
[7] Breen, M. (1987). Learner contributions to task design. In C. Candlin and D. Murphy (Eds.), Language learning tasks (pp. 23-46). Englewood Cliffs, NJ: Prentice Hall.
[8] Swanson, S. C. (1992). A cross-disciplinary application of Greene, Caracelli and Grahams’s conceptual framework for mixed method evaluation. Unpublished.
[9] Ellis, N. C. (1994). “Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition”. In AILA Review. 11: 37-56.
[10] Chamot. A. (1987). The learning Strategies of ESL Students’. In Wenden A and Rubin J (Eds). Learner Strategies in Language Learning (pp. 71-84). Englewood Cliff, NJ: Prentice-Hall.
[11] Hsu. S. Y. (2005). Buliding Language –Learning Environments to Help Technological University Students Develop English Independent Learning. In JALT CALL Journal. 2005. Vol. 1. No. 2. pp. 51-66.
[12] Dongjie, W. (2007). Multimedia technology and college English teaching. Journal of Shenyang Architectural University, 2, 244-246.
[13] Littlewood, W.(1981). Communicative Language Teaching. Cambridge University Press.
[14] Jinlong, W., & Xu, Z. (2008). Transfer of the college English teachers roles in the web-based English teaching setting. Journal of Southwest University of Science and Technology, 2, 65-67.
[15] Roed. J. (2003). Language learner behavior in a virtual environment. Computer Assisted Language Learning. 16 (2-3) 155-172.
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  • @article{10.11648/j.ss.20200904.13,
      author = {Ling Zhang},
      title = {The Application of Vlog in Task-Based Language Learning},
      journal = {Social Sciences},
      volume = {9},
      number = {4},
      pages = {102-106},
      doi = {10.11648/j.ss.20200904.13},
      url = {https://doi.org/10.11648/j.ss.20200904.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20200904.13},
      abstract = {Computer and internet technology brought about innovative changes of students life especially their leisure time after class. In light of this, the purpose of this study is to explore learners’ participation of blog-based language learning in their independent learning in order to suggest a motivated and collaborative environment to communicate. The data for this study were collected through questionnaires and interviews and most importantly, the learners’ participation record of tutor blog from 30 second year students in Beijing Wuzi University in China. The questionnaire is designed to analysis learners’ computer literacy and their attitude towards vlog as an independent language learning too while they are doing the assigned tasks by teachers. The tutor blog experimental survey is to collect data which reflect learners’ participation status when they are told to do so after class. The overall findings of the survey show that the majority of respondents have a positive understanding about vlog-based language learning. Students are willing to finish their tasks and enjoys the sense of achievements. But some of them are less motivated in participating and publishing their ideas in the tutor vlog community, regardless of computer literacy levels. The followed interview shows that this is partly because they are lack of language awareness and communicative skills since they emerged so long in the traditional education system which takes teachers as the only source of knowledge.},
     year = {2020}
    }
    

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  • TY  - JOUR
    T1  - The Application of Vlog in Task-Based Language Learning
    AU  - Ling Zhang
    Y1  - 2020/07/22
    PY  - 2020
    N1  - https://doi.org/10.11648/j.ss.20200904.13
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    PB  - Science Publishing Group
    SN  - 2326-988X
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    AB  - Computer and internet technology brought about innovative changes of students life especially their leisure time after class. In light of this, the purpose of this study is to explore learners’ participation of blog-based language learning in their independent learning in order to suggest a motivated and collaborative environment to communicate. The data for this study were collected through questionnaires and interviews and most importantly, the learners’ participation record of tutor blog from 30 second year students in Beijing Wuzi University in China. The questionnaire is designed to analysis learners’ computer literacy and their attitude towards vlog as an independent language learning too while they are doing the assigned tasks by teachers. The tutor blog experimental survey is to collect data which reflect learners’ participation status when they are told to do so after class. The overall findings of the survey show that the majority of respondents have a positive understanding about vlog-based language learning. Students are willing to finish their tasks and enjoys the sense of achievements. But some of them are less motivated in participating and publishing their ideas in the tutor vlog community, regardless of computer literacy levels. The followed interview shows that this is partly because they are lack of language awareness and communicative skills since they emerged so long in the traditional education system which takes teachers as the only source of knowledge.
    VL  - 9
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Author Information
  • Department of Foreign Languages and Cultures, Beijing Wuzi University, Beijing, China

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