Summary: The main objective of this study was to motivate EFL (English Foreign Language) students to learn English vocabulary through a collaborative video project. A summary of the findings related to the video theme and a narrative analysis of students' videos are presented in this paper. A survey was then conducted to collect feedback from participants to learn their views and attitudes regarding the use of video projects in collaboration, student learning and motivation.
Along with the use of video in the EFL classroom, a video project is considered by students as a multidimensional method used by language educators to facilitate the teaching and learning processes. What are students' perceptions about the use of collaborative video project that motivates them to learn vocabulary as well as improve their vocabulary learning. In this study, a qualitative case study approach was applied to explore the use of collaborative video project to engage students in learning English vocabulary.
A survey was conducted to collect feedback from 25 students to assess their opinions and attitudes towards the use of collaborative video project in the English vocabulary classroom.
Data analysis
Interviews were conducted to understand students' views of the collaborative video project, with a particular emphasis on issues related to learning motivation and participation in vocabulary learning. The use of multiple data collection methods ensured the collection of views from students, which were then validated through observation during the video project and post-project interviews.
Summary of collaborative video-project
Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), Strongly Disagree (SD) The data showed that most of the participants enjoy learning vocabulary through the video project. Regarding student learning, the survey data showed that most students felt they would gain more knowledge by completing a research paper rather than completing a video project. It is also evident that most of the participants agreed that the video project could be used regularly in the EFL classroom in the future.
In addition, most participants felt that the collaborative video project offered them an opportunity to be creative and enjoyed their classmates' creativity displayed in the videos. Data from the interviews showed that the video project offered students an opportunity to express themselves in an enjoyable situation that they may not be able to experience outside of the classroom. A few students claimed that the video project was an effective way for them to participate in the course while enriching their vocabulary and language skills such as listening, speaking and writing.
From a personal perspective, they believed that video production improved their self-confidence, developed their creativity and encouraged them to share their own. I liked this project because I think the video project helped me learn more advanced vocabulary words from my friends and my group video. This project really boosted our creativity from projecting video and also improved my vocabulary and speaking skills.”
Consequently, when the first phase of the video project process was started, the students felt that they encountered major obstacles in starting the project. A student in 4th grade said: “I enjoyed the video, although I faced obstacles in the early stages of this process related to equipment availability. I found it difficult to make a video that was smoother and more natural, but actually I enjoyed editing: for example, I enjoyed selecting music and putting effects in the video.”.
Summary of the observations on students’ video project process and their creativity
The use of the collaborative video project seems to be very promising for engaging students in learning vocabulary, especially intermediate English vocabulary, as was done in this study. From this observation, it was clear that students who were familiar with technology (YouTube videos, film maker software, and computer applications) contributed more collaborative ideas to story development. Students in these groups had more knowledge and skills in media education and ability to work with different film applications.
It is interesting to recognize that these groups' well-chosen background music has enhanced their videos. It was interesting to see students take on a role or voice to explore new ideas and create excitement, curiosity and excitement. It was found that students used the doll to transfer knowledge by repeating or repeating something incorrectly so that the conversation with the doll could lead to an explanation of the words.
The other common element observed during the production was that three groups showed interest in acting and excitement to be in front of the camera. It was perceived that students found it difficult to film action sequences from multiple perspectives (as in the case of group 4); however, they realized its potential during editing when it was different shots and scenes. Fascinatingly, group 3 students interpreted the words and sang the words and phrases to different rhythms.
Regarding the modes of storytelling or the narrative style of the productions, all groups had an opening and closing segment in their videos. In post-production, it was generally observed in all groups that boys were more interested in editing than girls in their groups. It was also noted that most students were enthusiastic about the music and brought their own selection of songs to accompany the visuals.
Creativity in video project and learning motivation
Based on the interview data, students returned again and again to the characteristics they found most motivating; for example, the video content, such as images, video and audio, made the application more practical, challenging and fun than conventional learning tools, a finding consistent with the study by Berns et al. 2016) in which students agreed that the interactive character of video motivated them to learn and brought learning to life. By working with each group, the teacher gained valuable insight into the students' efforts to speak English during their discussions. Most of the students were highly motivated and determined to take full advantage of the lesson to improve their English.
Once students experience active student-centered learning such as this video project, they are automatically motivated to improve their learning and achievement. The findings of this study reveal an essential point of motivation, as can be seen from the above comments. collaborative video project, their progress in engaging in learning and enriching vocabulary confirmed my interest in promoting a learning culture using technology, as it is important to build students' motivation to learn English. In addition, the students admitted that the videos were fun to watch and that the task increased not only their motivation to learn vocabulary but also their creativity.
The data showed that the videos were engaging and engaging. humorously and unexpectedly, students completed the project in just four weeks. In line with this finding, Niestyto et al. 2003) argues that the quality and style of student media productions or videos depends on the specific context in which they are made and on the individuals or groups involved. However, findings on the use of creativity in videos showed that the video project gave students the choice to best express a particular idea through captions, photos, slides, videos, and animations.
From then on, they reportedly spent more time discussing the ideas of their video presentation and designing and editing the videos, so that they gained more knowledge of the production process. This confirms previous studies that have shown that collaborative video projects conducted in collaboration with technology can enrich the knowledge and experience of students and their peers. In other words, the authenticity of the production and sincerity of the experience depicted in the students' videos will attract the attention of the audience.
Vocabulary learning and enhancement through collaborative video project
The interview results revealed that students primarily believed in the importance of vocabulary learning for tests. Second, during pre-production, students made personal connections with the definitions of the words they were to show in the video. Therefore, the students were able to remember and use these words or phrases not only in the process of discussing their video project and during the video performance, but also later.
Engaging students in the vocabulary learning process through video production has been shown to provide students with the opportunity to systematically learn words and expressions. The whole process of a video project and creativity can lead to discussions and a platform for the exchange of ideas, even if it is outside the classroom. As a student-centered project activity, the video project exercise introduced students to skills such as writing, directing, and speaking.
Thus, the research question is confirmed as to whether the collaborative video project can motivate students in learning English and can be a powerful tool for a teacher to make visible students' use of English in the classroom. The findings of this study have provided a new instrument for data collection in research on a classroom observation video vocabulary learning project. Although there were currently no reports available in the literature about classroom observation in this type of study, the observation of this research showed that students' ideas of vocabulary videos are related to their interest and learning experience.
The video project provided EFL students with meaningful learning, fun, and benefits that emphasized fun and effective communication rather than perfection. As a pedagogical benefit, it is clear that the collaborative video project has boosted EFL students' creativity for language learning. The video project is very valuable for students to improve their vocabulary acquisition and creativity as it allowed students to share their learning experience and foster a sense of belonging and freely transform learning values.
In addition, the video project enabled students to think collaboratively and critically, as well as express their ideas, concerns and possible solutions about the issues concerning them. In fact, numerous frameworks are available to help students acquire vocabulary and improve their learning interest and motivation, as well as supplement their video project skills and collaborative video project, as reported in this article.
