Promoting intracultural understanding and language proficiency through video creation: a schema activation perspective

Abstract

In a global era where nuanced cross-cultural communications have become essential, mastering English language skills and acquiring cross-cultural competence pose a significant challenge for L2 learners residing in regions where English is not prevalently spoken. The aim of this study was to investigate how Taiwanese language learners’ perceptions, cultural appreciation, and language learning as key component in socio-cultural communication are influenced by engaging in video creation projects designed to present their local culture to a global audience. Participants were 69 students enrolled in an 18-week undergraduate course entitled Multimedia English. Data were collected from the students’ midterm essays and final oral presentations, detailing the process of video production. These data were examined utilizing thematic analysis and Matrix Coding Query. The findings demonstrated that the involvement in this interactive and student-centered video creation project improved students’ comprehension of diverse cultures, understanding of their own cultural context, and boosted their English language proficiency. The research phase was a pivotal juncture in their learning trajectory, as it served to activate their inherent knowledge and understanding of their own culture. This project also encouraged the students to assume greater ownership of their learning, thereby influencing their overall success. The paper concludes by discussing practical implications and other pertinent considerations.