Student Perceptions of Teacher-Generated Educational Videos Shown in a Korean EFL Classroom

Abstract

The purpose of this study was to analyze the perceptions of Korean English as a Foreign Language (EFL) university students toward teacher-generated educational videos and the recommendations they have for improving their effectiveness. While playing short video clips is now common practice in many EFL classes, few teachers choose to generate their own educational videos and little research has been done on how to create effective educational videos for EFL learners. Nine Korean university students participated in this study with qualitative data being collected from a focus group and semi-structured interviews. The videos shown to the students were viewed on the YouTube website during class and were created by their teacher and the author of this paper. The results show that the students find the videos helpful and effective for improving their English, although it is recommended to limit the time spent in class watching videos as students would rather spend time practicing the language. Other opinions and recommendations are grounded in cognitive load theory. The implications of this study suggest that teachers should consider creating their own educational videos and suggestions are made of how to create effective presentations.