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Intercultural perceptions and peer-feedback in China and Japan in transnational video podcasting #35

Finished
Saturday 16:00-16:30 JST

This presentation will describe the preliminary results of an ongoing podcasting project between Japan and China. It will describe how podcasting can be integrated as Computer Assisted Language Learning (CALL) activities into English as a Foreign Language (EFL) courses. Learners were second-year university students in the two countries. As part of the project, the students chose a subject, wrote a script, acquired copyright free photographs or video material, produced a video podcast, narrated a script, added background music, swapped the video podcasts with students from the other country, received peer feedback, edited their projects and the submitted their final projects as part of their English course. The project integrated computer skills, podcast production and video editing, and cultural perceptions between the two countries via podcasting. The research method that was used employed online surveys regarding learner perceptions of improved computer skills and perceptions of culture. Results suggested that podcasting and contact with the other country made the course more enjoyable, but that intercultural understanding is a fluid notion requiring deeper investigation. Learners also suggested that peer feedback is a useful tool for classroom interaction, second language development and in improving their podcasts. Transnational video podcasting projects can be unitized to enhance learning and integrate meaningful CALL activities into EFL courses.

This presentation will describe the preliminary results of an ongoing podcasting project between Japan and China. It will describe how podcasting can be integrated as Computer Assisted Language Learning (CALL) activities into English as a Foreign Language (EFL) courses. Learners were second-year university students in the two countries. As part of the project, the students chose a subject, wrote a script, acquired copyright free photographs or video material, produced a video podcast, narrated a script, added background music, swapped the video podcasts with students from the other country, received peer feedback, edited their projects and the submitted their final projects ... more

Speaker: Mike Garant

Professor of Applied Linguistics