Making Reaction Videos for Foreign Language Learning: Effects of Reaction Video Use on Korean EFL Writing

Making Reaction Videos for Foreign Language Learning: Effects of Reaction Video Use on Korean EFL Writing

The purpose of this study is to examine the effects of reaction videos on EFL writing. The experiment was administered in 2018 academic year. 77 Korean college students participated in this study. For the experiment, they were segmented into two experimental groups: reaction video group (n=36) and reaction paper group (n=41). As a homework assignment, participants in the reaction video group produced a reaction video while those in the reaction paper group wrote a reaction paper. They were requested to perform the pre- and post-writing tests as well as pre- and post-surveys before and after the experiment. Major findings are as follows: There were significant mean changes between the pre- and post-tests in the reaction video group regarding fluency and in the reaction paper group concerning accuracy. Between the two groups, significant differences were found. For fluency, the reaction video group performed better than the reaction paper group. For accuracy, however, the result was opposite. About perceptions of English learning, differences between the pre- and post-surveys turned out to be significant in both the two groups. Significant differences between the two groups were also observed regarding interest and motivation. Based on these findings, some pedagogical suggestions are made.

The purpose of this study is to examine the effects of reaction videos on EFL writing. The experiment was administered in 2018 academic year. 77 Korean college students participated in this study. For the experiment, they were segmented into two experimental groups: reaction video group (n=36) and reaction paper group (n=41). As a homework assignment, participants in the reaction video group produced a reaction video while those in the reaction paper group wrote a reaction paper. They were requested to perform the pre- and post-writing tests as well as pre- and post-surveys before and after the experiment. Major findings are as follows: There were significant mean changes between the pre- and post-tests in the reaction video group regarding fluency and in the reaction paper group concerning accuracy. Between the two groups, significant differences were found. For fluency, the reaction video group performed better than the reaction paper group. For accuracy, however, the result was opposite. About perceptions of English learning, differences between the pre- and post-surveys turned out to be significant in both the two groups. Significant differences between the two groups were also observed regarding interest and motivation. Based on these findings, some pedagogical suggestions are made.