A Case Study: The Role of Student-Generated Vodcasts in K-12 Language Learner Academic Language and Content Acquisition
K-12 English as a Second Language (ESL) teachers began exploring the use of Web 2.0 technologies within these learning environments, taking advantage of the recursive use of language present in these types of projects. However, K-12 environments are severely under-represented in Web 2.0 and second language acquisition research. This study was designed using qualitative methodology to explore the integration of vodcasts as student-generated products in a middle school ESL Reading classroom located in the southwestern United States. Data was collected through observations, student artifacts, semi-structured interviews and reflexive researcher journaling so as to inform the research questions. Sixteen participants were observed while completing a project based learning instructional unit. Eight of these participants were selected using within-case sampling-for their ability to further inform the study and member-check the constructions developed by the researcher through other data collection methods. Data analysis was conducted using the constant comparative method in a cyclical and continuous manner so as to identify meaningful, data-based themes. Collaboration contributed to student linguistic development by promoting negotiation of meaning, enriched when students rotated roles and responsibilities. A strict time line for product development influences students to resort to the language of convenience for planning activities. Students need to participate in several production and feedback cycles so as to develop audience awareness. Therefore, products of student thinking should mimic tools used by real world experts. Finally, students highly value creative freedom and when given the opportunity, will draw from a variety of skills and talents to create unique representations of learning.
© Lucilia Santos Green, 2010
Green, L. S. (2010). A case study: The role of student-generated vodcasts in K-12 language learner academic language and content acquisition (Doctoral dissertation). https://hdl.handle.net/2346/85135