Short Video Production for Language Learning and Assessment

Short Video Production for Language Learning and Assessment

Fang Pan (London School of Economics and Political Science, UK)
Copyright: © 2018 |Pages: 24
DOI: 10.4018/978-1-5225-2724-4.ch008
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Abstract

To better encourage students to use a language in a meaningful context, to further provide a new learning methodology and experience, and to innovate assessment, a Chinese video project was introduced to students at the Language Centre of the London School of Economics and Political Science. The project, iFilm, asked students to make a short video using as many of the vocabulary words and grammar points they learned in class as possible. Students were given about three months to come up with the video concepts, to film, and to edit. They could complete the project using any themes they wanted and work either individually or in a group. The project was assessed under three categories: writing, speaking, and video production. Many students found the video project interesting and agreed that it helped their Mandarin learning. However, the project also met several challenges. Some constructive suggestions are provided for future application.

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