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(Semi-) interactive video, computer-assisted language learning and second language/culture acquisition: A case of Spanish, French and English as a second language
Abstract
In this dissertation I will depend on Likert-scale questionnaires, open-ended interviews and my observation journals to investigate the effectiveness of semi-interactive video (as opposed to (semi)-communicative methods) as a teaching tool in second/foreign language acquisition/learning. The participants in this study will comprise of an experimental group (traditional and non-traditional college students) whose attitudes will be measured by means of Likert-scale questionnaires, once at the beginning (before they undergo (semi)-communicative methods of teaching), once after they undergo the above method, and once at the end of undergoing teaching methods based entirely on the use of semi-interactive video In order to have a more accurate picture of the participants' attitudes and opinions regarding the above pedagogical methods, and to cover any missing and/or misinterpreted information, the learners will be also interviewed at the end of the research project. In addition, observational journals will be kept to maximize precision. In order to account for any outside (i.e., out of classroom) variables affecting the project, research will be also conducted on a control group, i.e., a comparable group residing (working or staying home) in the U.S. but not undergoing any language training. This group will be asked to fill out questionnaires once at the beginning of the project, once two months later, and finally four months later. Just as with the experimental group, the control group will be interviewed at the end of the project in order to cover any missing information and/or for data confirmation purposes. My hope is that the results of this scientific endeavor would shed light on the following: (1) the usefulness (or lack thereof) of the interactive video in language pedagogy, (2) the application of communicative theories of second language acquisition, and theories of situated learning to semi-interactive video software design, and (3) the effectiveness of the semi-interactive video as opposed to other (semi)-interactive methods in second/foreign language education.
Subject Area
Bilingual education|Multicultural education|Educational software|Language arts
Recommended Citation
Karbasioun, Keyvan, "(Semi-) interactive video, computer-assisted language learning and second language/culture acquisition: A case of Spanish, French and English as a second language" (1997). Doctoral Dissertations Available from Proquest. AAI9721463.
https://scholarworks.umass.edu/dissertations/AAI9721463