Speaker
Description
The presentation outlines the design and implementation of the “Peace Video Project.” After viewing an instructor-produced introductory video, students discussed the concept of peace and collaboratively created short videos using ICT. They presented their work, viewed their classmates’ videos, and provided structured peer feedback on Padlet. The presentation concludes with survey findings on students’ experiences of the project, their engagement with the topic of peace, and their attitudes toward learning English.
Abstract section 1: Relevance
University language education can engage students with socially meaningful topics while using English for communication. CLIL integrates content and language learning (Coyle et al., 2010), while collaborative digital video projects can support active participation and learner autonomy (Hafner & Miller, 2011). Viewing classmates’ work may also provide near-peer models that influence learners’ beliefs and motivation (Murphey & Arao, 2001). The Peace Video Project connected reflection on peace with collaborative English use by focusing on students during the Battle of Okinawa. Together, these features are relevant to broader discussions of student engagement and Student Success in higher education (Kuh, 2005).
Abstract section 2: Contribution/research questions
The purpose of the presentation is to describe the Peace Video Project and explore how a CLIL-based, ICT-supported video task provided students with opportunities to engage with the topic of peace and use English meaningfully. It also reports students’ reflections on what they learned, noticed, and experienced through the project.
Abstract section 3: Content/method
After viewing an instructor-produced introductory video, students discussed their ideas about peace and collaboratively created short ICT-based videos. During production, they made decisions about content, wording, organization, and presentation. The videos were shared with the class, and students provided structured peer feedback on Padlet. After the project, students completed a survey on their learning experience, engagement with peace, and perceptions of English learning. The presentation reports these responses and selected student reflections.
Abstract section 4: Outcomes/results
Survey responses suggest that many students perceived the project as a meaningful learning experience. Students reported that creating and viewing videos encouraged deeper reflection on peace and greater attention to communicating ideas clearly in English. Some noted differences in classmates’ perspectives and learned practical skills, including ICT and video-production techniques, by observing peers. Several students also expressed a sense of accomplishment, describing the project as “university-level” learning. Overall, the responses suggest that the project provided opportunities for reflection, communication, engagement, and achievement, with possible relevance to meaningful learning and Student Success in university language education.
Abstract section 5: References
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86.
Kuh, G. D. (2005). Student engagement in the first year of college. In M. L. Upcraft, J. N. Gardner, & B. O. Barefoot (Eds.), Challenging and supporting the first-year student: A handbook for improving the first year of college (pp. 86–107). Jossey-Bass.
Murphey, T., & Arao, H. (2001). Reported belief changes through near peer role modeling. TESL-EJ, 5(3).
| Title | Peace Video Project and Student Success: Learner Attitudes |
|---|---|
| Teaching Context | College and university education |