Learners’ emotional response to a complex video-creation task
(2019) CALL and complexity – short papers from EUROCALL 2019 — Location: Louvain-la-Neuve (27.August.2019)
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- We are three teachers of business English in higher education who have developed a project for our second-year management students to co-create their own video document, exploring a business question. Our intention is to determine whether the complexity of our entire teaching sequence, and more specifically the use of Information and Communication Technology (ICT) tools for the co-creation of problem-solving content, allowed our learners to experience positive emotions, i.e. enjoyment – vs. anxiety – in the process of Second Language Acquisition (SLA), and whether they perceived the usefulness of the project for their future personal or professional life. Our project took place over the second semester of the 2018-2019 academic year, after which the students answered a questionnaire in their mother tongue with both Likert-scale and open questions. The current paper uses a mixedmethods approach to analyse the results and report on the emotional effect of the teaching sequence on the students
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Citations
Meurice, A., Véronique Henin, & Marie Van Reet. (2019). Learners’ emotional response to a complex video-creation task. In Fanny Meunier, Julie Van de Vyver, Linda Bradley, and Sylvie Thouësny (ed.), CALL and complexity – short papers from EUROCALL 2019 (p. p. 431 pages). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.38.1024