Academic Journal
On the Use of Video Description in an Online Collaborative Writing Project with ESP Learners of Tourism Studies
| Τίτλος: | On the Use of Video Description in an Online Collaborative Writing Project with ESP Learners of Tourism Studies |
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| Γλώσσα: | English |
| Συγγραφείς: | Ibáñez Moreno, Ana, Escobar, M. Ángeles |
| Πηγή: | Language Teaching Research Quarterly. 2021 23:45-63. |
| Διαθεσιμότητα: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Ημερομηνία έκδοσης: | 2021 |
| Τύπος εγγράφου: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Video Technology, Audiovisual Aids, Electronic Learning, Virtual Classrooms, Collaborative Writing, Student Projects, Tourism, English for Special Purposes, Second Language Instruction, Second Language Learning, College Students, Student Motivation, Adults, Self Evaluation (Individuals), Peer Evaluation, Skill Development, Foreign Countries |
| Γεωγραφικοί όροι: | Spain |
| ISSN: | 2667-6753 |
| Περίληψη: | This paper shows the results of a teaching innovation project, which consisted in providing students with a video description task, by which they could practise their written skills in a collaborative fashion in their "English for Tourism" university studies -- which enables them to obtain a B2 level. A total of 35 adult volunteers participated in this two-month project. Following a task-based approach, and by taking techniques from of audio description, students had to write, in pairs, the script of a touristic promotion clip of Iceland, providing an attractive and accurate description of the images that appeared on the screen, that is, situations proper of the tourism industry. In the second phase of peer review, students had to assess the other pairs' descriptions, and, finally, once revised by themselves and by the teachers, they had to vote for the best ones, with the aid of a rubric that helped them identify the main landmarks to take into account (lexicon, accuracy, etc.). The results show that the students not only enjoyed the task, which increased their motivation for writing in English, but they also obtained better results in the final exam tests than those who did not participate in this collaborative task. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Αριθμός Καταχώρησης: | EJ1314921 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 2667-6753 |
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