The Application of Vlog in Task-Based Language Learning

Ling Zhang

doi:doi:10.11648/j.ss.20200904.13

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The Application of Vlog in Task-Based Language Learning

Ling Zhang

Published in Social Sciences (Volume 9, Issue 4)

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

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[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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Ling Zhang. (2020). The Application of Vlog in Task-Based Language Learning. Social Sciences, 9(4), 102-106. https://doi.org/10.11648/j.ss.20200904.13

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Ling Zhang. The Application of Vlog in Task-Based Language Learning. Soc. Sci. 2020, 9(4), 102-106. doi: 10.11648/j.ss.20200904.13

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Ling Zhang. The Application of Vlog in Task-Based Language Learning. Soc Sci. 2020;9(4):102-106. doi: 10.11648/j.ss.20200904.13

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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
DO  - 10.11648/j.ss.20200904.13
T2  - Social Sciences
JF  - Social Sciences
JO  - Social Sciences
SP  - 102
EP  - 106
PB  - Science Publishing Group
SN  - 2326-988X
UR  - https://doi.org/10.11648/j.ss.20200904.13
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
IS  - 4
ER  -

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Author Information

Ling Zhang

Department of Foreign Languages and Cultures, Beijing Wuzi University, Beijing, China

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Plain Text BibTeX RIS

APA Style

Ling Zhang. (2020). The Application of Vlog in Task-Based Language Learning. Social Sciences, 9(4), 102-106. https://doi.org/10.11648/j.ss.20200904.13

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ACS Style

Ling Zhang. The Application of Vlog in Task-Based Language Learning. Soc. Sci. 2020, 9(4), 102-106. doi: 10.11648/j.ss.20200904.13

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AMA Style

Ling Zhang. The Application of Vlog in Task-Based Language Learning. Soc Sci. 2020;9(4):102-106. doi: 10.11648/j.ss.20200904.13

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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}
}

Copy | Download

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
DO  - 10.11648/j.ss.20200904.13
T2  - Social Sciences
JF  - Social Sciences
JO  - Social Sciences
SP  - 102
EP  - 106
PB  - Science Publishing Group
SN  - 2326-988X
UR  - https://doi.org/10.11648/j.ss.20200904.13
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
IS  - 4
ER  -

Copy | Download