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 4: Outcomes/results
Survey responses indicate that students perceived the project as meaningful. Many reported that their understanding of peace deepened through creating their own videos and watching classmates’ work. Students also expressed a desire to communicate ideas clearly in English, making deliberate choices about wording, organization, and audience. Several noted that the project made differences in perspective salient and intellectually engaging. By observing others, students also learned practical skills—ICT use and video‑production techniques. Many reported a sense of accomplishment, describing it as “university‑level” learning. Overall, findings suggest that project‑based CLIL tasks enhance engagement, motivation, and communication while supporting aspects of Student Success.
Abstract section 3: Content/method
The presentation outlines the design and implementation of the “Peace Video Project.” After an instructor‑produced introductory video, students discussed the concept of peace and collaboratively created short videos using ICT. They then presented their completed videos, after which the class viewed them collectively and provided structured peer feedback on Padlet. The presentation concludes by reporting survey findings that highlight students’ learning experience, engagement with peace, and the project’s influence on their attitudes toward learning.
Abstract section 2: Contribution/research questions
To describe the “Peace Video Project” and illustrate how a CLIL‑based ICT‑supported video task enabled students to reflect on the meaning of peace and use English meaningfully, and to examine its impact on their engagement and attitudes toward learning English.
Abstract section 5: References
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Fountain, S. (1999). Peace education in UNICEF (Working Paper PD‑ED‑99/003). UNICEF.
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).
Thomas, J. W. (2000). A review of research on project‑based learning. Autodesk Foundation.
Walters, J. R. (2020). Senpai: Learner responses to a near‑peer role modeling intervention. In P. Clements, A. Krause, & R. Gentry (Eds.), JALT Postconference Proceedings 2019.
Abstract section 1: Relevance
Peace education develops the knowledge, skills, attitudes, and values needed to prevent conflict and build peaceful societies (Fountain, 1999). Universities play a key role in fostering these competencies while promoting Student Success, which emphasizes meaningful learning and growth (Kuh, 2005). For language learning to support these aims, tasks must feel personally relevant and socially purposeful. Exposure to relatable peer performances can also shape learners’ attitudes by supporting motivation, self‑efficacy, and participation in L2 use (Murphey & Arao, 2001).The present project connects peace‑related reflection with meaningful English use in ways that highlight students’ attitudes toward learning.
| Title | Peace Video Project and Student Success: Learner Attitudes |
|---|---|
| Teaching Context | College and university education |