Abstract

Video-making projects have often been used to facilitate English as a Foreign Language (EFL) students’ active application of target language acquired in classroom settings to authentic learning environments. However, few empirical studies have focused on how the activity can foster and enhance EFL students’ writing skills. Fifty-seven EFL students participated in an 18-week study to investigate how employing different modes have enhanced their English writing skills. Data comprised (a) pre-and post-English writing tests and (b) reflective essays. Findings from the study demonstrated that students learned to be more inventive and skillful at utilizing different modes in meaning-making, as well as to be more self-regulated and conscious of diverse contexts and perspectives. Implications of the study are discussed.

摘要

视频制作项目经常被用来促进英语作为外语 (EFL) 学生将在课堂环境中获得的目标语言积极应用到真实的学习环境中。然而，很少有实证研究关注该活动如何培养和提高 EFL 学生的写作技巧。57 名 EFL 学生参加了一项为期 18 周的研究，以调查使用不同模式如何提高他们的英语写作技能。数据包括（a）英语前和后英语写作测试和（b）反思性文章。研究结果表明，学生学会了在利用不同模式来创造意义方面更有创造力和技巧，以及更加自我调节和意识到不同的背景和观点。讨论了研究的意义。