Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary study

Detalhes bibliográficos
Autor(a) principal: Dolz, Joaquim
Data de Publicação: 2023
Outros Autores: Monferrer, Aina
Tipo de documento: Artigo
Idioma: spa
eng
Título da fonte: Signum: Estudos da Linguagem
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/47446
Resumo: This study analyzes the use of Videotutorials for Language Teaching (VLT) by language learners through multimodal analysis of a corpus and through surveys of VLT users. Six types of VLT have been identified and evaluated which ones are the most valued by learners. The results show that VLT of specific tips for solving errors and learning obstacles are the most highly rated. In addition, VLT showing the resolution of official tests and video correction of written expressions are also highly valued. Learners use VLT as a model for understanding and practicing novelties of usage, and observed practice has been shown to aid in repetition training and progressive self-correction. Most respondents prioritize the usefulness of the content over the technical quality of the VLT. In summary, the results suggest that VLT are a complementary tool valued by language learners that allows them to improve their autonomous learning and to progress in their language skills.
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spelling Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary studyModelitzación didáctica del género de texto multimodal videotutorial: estudio preliminar: estudio preliminarModelización Didáctica Del Género De Texto Multimodal Videotutorial Para La Enseñanza De Lenguas: estudio preliminarVideo tutorial for Language TeachinghypergenreDidactic SequenceVídeo tutorial para o Ensino de LínguasHipergêneroSequência didáticaVideotutorial for Language TeachingHypergenreDidactic sequenceThis study analyzes the use of Videotutorials for Language Teaching (VLT) by language learners through multimodal analysis of a corpus and through surveys of VLT users. Six types of VLT have been identified and evaluated which ones are the most valued by learners. The results show that VLT of specific tips for solving errors and learning obstacles are the most highly rated. In addition, VLT showing the resolution of official tests and video correction of written expressions are also highly valued. Learners use VLT as a model for understanding and practicing novelties of usage, and observed practice has been shown to aid in repetition training and progressive self-correction. Most respondents prioritize the usefulness of the content over the technical quality of the VLT. In summary, the results suggest that VLT are a complementary tool valued by language learners that allows them to improve their autonomous learning and to progress in their language skills.En este estudio se analiza el uso de los Videotutoriales de Enseñanza de Lenguas (VEL) por parte de los estudiantes de idiomas mediante análisis multimodal de un corpus y a través de encuestas a usuarios del VEL. Se han identificado seis tipos de VEL y se ha evaluado cuáles son los más valorados por los estudiantes. Los resultados muestran que los VEL de consejos específicos para solucionar errores y obstáculos de aprendizaje son los mejor valorados. Además, los VEL que muestran la resolución de pruebas oficiales y la videocorrección de expresiones escritas también son muy valorados. Los aprendices utilizan los VEL como modelo para comprender y practicar novedades del uso, y se ha demostrado que la práctica observada ayuda a un entrenamiento por repetición y a una autocorrección progresiva. La mayoría de los encuestados prioriza la utilidad del contenido por encima de la calidad técnica de los VEL. En resumen, los resultados apuntan a que los VEL son una herramienta complementaria valorada por los estudiantes de idiomas que les permite mejorar su aprendizaje autónomo y progresar en su capacidad lingüística.Este estudo analisa o uso de vídeo tutoriais para o Ensino de Línguas (VEL) por estudantes de idiomas através da análise multimodal de um corpus e através de pesquisas com usuários do VEL. Seis tipos de VEL foram identificados e avaliados como os mais valorizados pelos alunos. Os resultados mostram que os VEL de dicas específicas para resolver erros e obstáculos de aprendizagem são os mais bem avaliados. Além disso, os VEL que mostram a resolução de testes oficiais e correção em vídeo de expressões escritas também são altamente valorizados. Os alunos utilizam os VEL como modelo para entender e praticar as novidades de uso, e a prática observada tem mostrado ajudar no treinamento de repetição e auto-correção progressiva. A maioria dos entrevistados prioriza a utilidade do conteúdo sobre a qualidade técnica dos VEL. Em resumo, os resultados sugerem que os VEL são uma ferramenta complementar valorizada pelos estudantes de línguas, permitindo-lhes melhorar sua aprendizagem autônoma e progredir em suas habilidades linguísticas.UEL2023-08-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/4744610.5433/2237-4876.2023v26n1p107Signum: Estudos da Linguagem; Vol. 26 No. 1 (2023): Orality and Education; 107-118Signum: Estudos da Linguagem; v. 26 n. 1 (2023): Oralidade e Ensino; 107-1182237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELspaenghttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/47446/49132https://ojs.uel.br/revistas/uel/index.php/signum/article/view/47446/49133Copyright (c) 2023 Aina Monferrerhttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessDolz, JoaquimMonferrer, Aina2023-12-14T18:19:14Zoai:ojs.pkp.sfu.ca:article/47446Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2023-12-14T18:19:14Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary study
Modelitzación didáctica del género de texto multimodal videotutorial: estudio preliminar: estudio preliminar
Modelización Didáctica Del Género De Texto Multimodal Videotutorial Para La Enseñanza De Lenguas: estudio preliminar
title Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary study
spellingShingle Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary study
Dolz, Joaquim
Video tutorial for Language Teaching
hypergenre
Didactic Sequence
Vídeo tutorial para o Ensino de Línguas
Hipergênero
Sequência didática
Videotutorial for Language Teaching
Hypergenre
Didactic sequence
title_short Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary study
title_full Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary study
title_fullStr Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary study
title_full_unstemmed Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary study
title_sort Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre: a preliminary study
author Dolz, Joaquim
author_facet Dolz, Joaquim
Monferrer, Aina
author_role author
author2 Monferrer, Aina
author2_role author
dc.contributor.author.fl_str_mv Dolz, Joaquim
Monferrer, Aina
dc.subject.por.fl_str_mv Video tutorial for Language Teaching
hypergenre
Didactic Sequence
Vídeo tutorial para o Ensino de Línguas
Hipergênero
Sequência didática
Videotutorial for Language Teaching
Hypergenre
Didactic sequence
topic Video tutorial for Language Teaching
hypergenre
Didactic Sequence
Vídeo tutorial para o Ensino de Línguas
Hipergênero
Sequência didática
Videotutorial for Language Teaching
Hypergenre
Didactic sequence
description This study analyzes the use of Videotutorials for Language Teaching (VLT) by language learners through multimodal analysis of a corpus and through surveys of VLT users. Six types of VLT have been identified and evaluated which ones are the most valued by learners. The results show that VLT of specific tips for solving errors and learning obstacles are the most highly rated. In addition, VLT showing the resolution of official tests and video correction of written expressions are also highly valued. Learners use VLT as a model for understanding and practicing novelties of usage, and observed practice has been shown to aid in repetition training and progressive self-correction. Most respondents prioritize the usefulness of the content over the technical quality of the VLT. In summary, the results suggest that VLT are a complementary tool valued by language learners that allows them to improve their autonomous learning and to progress in their language skills.
publishDate 2023
dc.date.none.fl_str_mv 2023-08-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/47446
10.5433/2237-4876.2023v26n1p107
url https://ojs.uel.br/revistas/uel/index.php/signum/article/view/47446
identifier_str_mv 10.5433/2237-4876.2023v26n1p107
dc.language.iso.fl_str_mv spa
eng
language spa
eng
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/47446/49132
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/47446/49133
dc.rights.driver.fl_str_mv Copyright (c) 2023 Aina Monferrer
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Aina Monferrer
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv UEL
publisher.none.fl_str_mv UEL
dc.source.none.fl_str_mv Signum: Estudos da Linguagem; Vol. 26 No. 1 (2023): Orality and Education; 107-118
Signum: Estudos da Linguagem; v. 26 n. 1 (2023): Oralidade e Ensino; 107-118
2237-4876
reponame:Signum: Estudos da Linguagem
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Signum: Estudos da Linguagem
collection Signum: Estudos da Linguagem
repository.name.fl_str_mv Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||signum@uel.br
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