The Benefits of Student-Led Video Production in the Language for Business Classroom

Claudia Gremler (Aston University, UK) and Elisabeth Wielander (Aston University, UK)
Copyright: © 2018 |Pages: 193
EISBN13: 9781522550549|DOI: 10.4018/978-1-5225-2724-4.ch007
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The use of video in the language learning classroom has long been seen as a way to enrich the student experience and to increase student engagement. This case study presents a good practice example of student-led video production tasks. The project which is analysed here was conducted with undergraduate students of German at Aston University in Birmingham, UK. It examined student responses and student achievement in relation to a number of different video-based learning activities and explored the potential of student-led digital video production in a language for business context. Results of the study highlighted the various benefits of using video production tasks with language learners. In particular, the data demonstrated how video-based tasks embedded in a Content and Language Integrated Learning (CLIL) approach and supported by adequate scaffolding, such as task-based learning structures, provide collaborative learning opportunities and increase students' confidence.
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