An Investigation of Foreign Language Courses with and Without Video Technology

Authors

Abstract

In the twenty first century, technology has started to occupy much more place in the field of foreign language learning and teaching. Depending on widespread use of internet and technological devices, video use became more practical and easier in foreign language classes. This study aims to investigate the difference between classes without and with video use. In order to realize this, forth year candidate teachers from English and German Language Teaching programs have been observed. Depending on the three year longitudinal study, different aspects of video use have been investigated. Firstly, classes have been observed with no video use. Later same classes have been observed with video use. The video used has been left to candidates, so they can be teacher made, adapted or ready made. Both observations have been rated by two questionnaires. The results have been compared considering classes without and with video and the amount of video use within three years. For data analysis, SPSS has been used. Finally, results and pedagogical implications have been presented to the readers. Keywords: Video, practice teaching, technology, foreign language learning, foreign language teaching

Author Biographies

Ismail Firat ALTAY, Hacettepe University

İsmail Fırat Altay is an Assistant Professor of English Language Teaching at Hacettepe University, Faculty of Education, Department of English Language Teaching, Ankara, Turkey. His study fields include teaching language skills, pronunciation teaching and language testing.

Dalım Çiğdem Ünal, Hacettepe University

Dalım Çiğdem Ünal is an Associate Professor of German Language Teaching Program at Hacettepe University, Faculty of Education, Ankara, Turkey. Her researches deal with foreign language learning strategies, technology in language teaching, early language learning, literature teaching and teacher education.

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Published

2017-11-30

Issue

Vol. 9 No. 2 (2017): International Journal of Curriculum and Instruction

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