Abstract
Nagano City Board of Education davidockert1@gmail.com This small-scale, longitudinal study tested for the influence of video recording with a camcorder, and recording and self-viewing with an iPad. The study tested for changes in confidence, anxiety and foreign language (fl) willingness to communicate (wtc; McCroskey & Baer, 1985) using self-report measures before and after the intervention (N = 91 & 71, respectively). For the second administration, a second instrument was administered which asked about the influence of the camcorder / iPad intervention on confidence, anxiety, and wtc. The class that received the iPad intervention shows statistically significant increases in confidence and wtc, and a statistically significant decrease in anxiety. Furthermore,the Warppls structural equation modeling (sem) software results show that the iPad use had a strong positive influence on confidence and wtc and may also have lowered the level of anxiety of the students video-recorded directly (n = 9) with the iPad. The results indicate that video recording and self-viewing in the classroom with an iPad may promote confidence and wtc, and lower anxiety.
Highlights
Research papers in call on digital video use have mainly focused on the pedagogical implications from the perspective of the positive influence on student motivation as a result of involving students in the creative and production process (Kearney & Schuck, 2004, 2005, 2006; Schuck & Kearney, 2004, 2005, 2006)
This paper is amongst the first to report on the use of an iPad to record Japanese junior high school students and allow them to view themselves speaking English as an intervening stimulus to influence the affective variables of confidence, anxiety, and willingness to communicate, with the hope of increasing their English as a foreign language wtc
The research presented in this paper explores what, if any, influence the use of digital video in the classroom has on student confidence, anxiety, and fl wtc
Summary
Research papers in call on digital video use have mainly focused on the pedagogical implications from the perspective of the positive influence on student motivation as a result of involving students in the creative and production process (Kearney & Schuck, 2004, 2005, 2006; Schuck & Kearney, 2004, 2005, 2006). Several papers report research conducted in the jefl learning situation on the relationships amongst affective variables influencing foreign language (fl) willingness to communicate (Hashimoto, 2002; Nakahira, Yashima, & Maekawa, 2010; Neff, 2007; Ockert, 2013b, 2013c; Yashima, 2002; Yashima, Zenuk-Nishide, & Shimizu, 2004). This paper is amongst the first to report on the use of an iPad to record Japanese junior high school ( jhs) students and allow them to view themselves speaking English as an intervening stimulus to influence the affective variables of confidence, anxiety, and willingness to communicate (wtc; McCroskey & Baer, 1985), with the hope of increasing their English as a foreign language (efl) wtc
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