The Influence of Creating and Sharing English Video on Social Media Platform on the Willingness to Communicate in English of Chinese Sophomore Majoring in English: a Case Study
Graduate School of Education and Academic Unit of Teacher Education and Learning Leadership, University of Hong Kong
How they used Delve
Two researchers at the University of Hong Kong Graduate School of Education used Delve to code and thematically analyse interviews with seven Chinese English majors who spent 40 days making and sharing English-language videos on Douyin, testing whether it raised their willingness to communicate in English.
“After data collection, two investigators used a coding software called Delve Tool to conduct thematic analysis, a series of data analysis processes, including coding, categorizing, and interpreting data based on the L2WTC measurement standards [6].”
- Field
- English as a foreign language / willingness to communicate
- Data
- Seven ten-minute individual interviews with sophomore English majors aged 19 to 20 at a normal university in Guangdong, China, after a 40-day intervention creating and sharing English videos on Douyin; recordings transcribed with the iFlyVoice Transcription Assistant
- Approach
- Case study with thematic analysis by two investigators, coding deductively against Lee and Drajati's three L2WTC dimensions (inside the classroom, outside the classroom, and in the informal digital learning of English context), then generating theme patterns by matching code characteristics
- Data types
- Interviews
Abstract
In recent years, there has been a problem that the speaking skills of many Asian EFL (English as a Foreign Language) Learners’ are relatively poor, and these learners usually also have a lower level of willingness to communicate in the second language (L2WTC). On the other hand, Jauregi et al. found that video internet communication had a positive effect on EFL students’ L2WTC. This case study thus investigated this issue among seven Chinese sophomores majoring in English from Guangdong province in South China. They were guided to create and share English videos on social media platforms for 40 days (2 hours per week). Subsequently, individual interviews were held with each student, based on the revised L2WTC theory by Lee and Drajati. Thematic analysis was conducted to determine whether and how students’ L2WTC levels were improved. The analysis results turned out that a higher students’ motivation to learn, create and share English videos, an increased frequency of English use, and the entertainment aspect of social media platforms reduced students’ psychological pressure. All these factors promoted an improvement in L2WTC levels. However, the insufficient learning duration and intensity of the intervention resulted in limited improvements.
Citation
Yanwen Zheng, Alex Wing Cheung Tse (2023). The Influence of Creating and Sharing English Video on Social Media Platform on the Willingness to Communicate in English of Chinese Sophomore Majoring in English: a Case Study. Proceedings of the 15th International Conference on Education Technology and Computers (ICETC 2023). https://doi.org/10.1145/3629296.3629324