Effects of video lecture presentation style and questioning strategy on learner flow experience

• Pei-Yu Wang ^[1] ; Miao-Chin Chiu ^[3] ; Yu-Tzu Lee ^[2]
  1. [1] National Chiayi University

     National Chiayi University

     W. District, Taiwán

     
  2. [2] National Cheng Kung University

     National Cheng Kung University

     Taiwán

     
  3. [3] University, Taichung, Taiwan

  Mostrar afiliaciones +
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 58, Nº 4, 2021, págs. 473-483
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study explored the impact of video design on Chinese as a Second Language (CSL) learning. The instructional videos were produced by the researchers and featured the 把 (bǎ) construction in Mandarin Chinese. This was a two-way experiment in which the first independent variable was the lecture presentation style (single-lecturer talking and two-lecturer conversation) and the other one was the lecturer questioning strategy (no question prompt requests and with question prompt requests). The dependent variable to measure was learner flow experience. A sample of 40 CSL learners participated in the study. The results showed that significant interaction effects existed. Discussions on the findings and pedagogical implications are offered in this paper.