Speakers
Description
Language education emphasizes learner-centered approaches, and filmmaking is a project-based activity that supports collaborative language practice and learner autonomy (Hafner & Miller, 2011; Thaler, 2017). However, how learners perceive their own sense of agency, or Learner Empowerment, within such projects remains unclear. This presentation will report on two student interviews highlighting how students navigated feelings of empowerment, resulting in a sense of achievement, despite initially feeling worried about the difficulty of a filmmaking project.
Abstract section 3: Content/method
We recorded qualitative, semi-structured, online interviews with students about their experiences describing the filmmaking project in relation to the dimensions of learner empowerment. The guided interview questions were based on the framework of empowerment described by Thomas and Velthouse (1990) and Frymier et. al. (1996). Participants were 2 students who took part in the classroom filmmaking projects and volunteered for interview sessions. Interviews were transcribed, and responses were coded using framework and thematic analysis.
Abstract section 2: Contribution/research questions
Understanding the affective dimensions of the learning experience is essential if our goal is to help learners become truly autonomous, confident, engaged participants in the classroom, and in the future, as global citizens. Thus, the question arises: In what ways do classroom-based filmmaking projects affect learner empowerment among language learners?
Abstract section 4: Outcomes/results
Students attributed the project to be meaningful through taking on new challenges. Students moved from fulfilling a requirement to describing the experience as personally satisfying and memorable. Students had to communicate their vision and instructions with team members. Competence depended on their language level and prior experiences and determined their project choices. In the choice dimension, students challenged their learner identities and made commitment to teamwork which led to experiencing authorship and seeing themselves as “directors” and “editors”. Impact revealed their self-satisfaction in completing the project to the best of their abilities, not necessarily the general positive feedback of peers.
Abstract section 5: References
Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learner empowerment measure. Communication education, 45(3), 181-199.
Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment.
Leis, A., & Wilson, M. (Eds.). (2025). Screen Media in Foreign Language Education. Candlin & Mynard.
Thaler, E. (Ed.). (2017). Short films in language teaching (Vol. 2). Narr Francke Attempto Verlag.
Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment: An “interpretive” model of intrinsic task motivation. Academy of management review, 15(4), 666-681.
Abstract section 1: Relevance
Language education scholarship emphasizes learner-centered approaches such as project-based learning to foster autonomy and engagement. Filmmaking aligns with these approaches by situating authentic language use with the creation of student media. This process promotes active negotiation of meaning and self-expression (Leis & Wilson, 2025) and supports collaborative language practice and learner autonomy (Hafner & Miller, 2011; Thaler, 2017). However, how learners perceive their own sense of agency within such projects remains unclear. A learner’s sense of agency can be explored through learner empowerment, which comprises perceived 4 dimensions: meaningfulness, competence, choice, and impact (Frymier et. al. 1996).
| Title | Student Voices on the Impact of Real World Filmmaking |
|---|---|
| Teaching Context | College and university education |