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

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 pre...

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Published in:Innovations in education and teaching international 2021-07, Vol.58 (4), p.473-483
Main Authors: Wang, Pei-Yu, Chiu, Miao-Chin, Lee, Yu-Tzu
Format: Article
Language:English
Subjects:
Chinese as a second language
Chinese languages
flow experience
Foreign language instruction
Instructional design
Instructional video design
lecture style
Mandarin
Pedagogy
questioning strategy
Second language learning
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description 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.
doi_str_mv 10.1080/14703297.2020.1754272
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source Linguistics and Language Behavior Abstracts (LLBA); Taylor and Francis Social Sciences and Humanities Collection
subjects Chinese as a second language
Chinese languages
flow experience
Foreign language instruction
Instructional design
Instructional video design
lecture style
Mandarin
Pedagogy
questioning strategy
Second language learning
title Effects of video lecture presentation style and questioning strategy on learner flow experience
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