期刊名称：Electronic Journal of Foreign Language Teaching (e-FLT)
电子版ISSN：0219-9874
出版年度：2017
卷号：14
期号：2
页码：129-144
出版社：National University of Singapore
摘要：As observing model videos can develop learners’ speaking (e.g. pronunciation and word/sentence stress) andoral presentation skills, this study explores its effects on Japanese university students’ performance with respect,in particular, to model videos of presentations. Two types of model videos were shown to 27 participantsin two classes: in one class, more-proficient model videos were shown prior to less-proficient model videos; inthe other, the order was reversed. In both cases, the videos were shown prior to the students’ second and thirdpresentations. To examine any observational learning effects, the first, second, and third presentation scoresobtained through self- and peer evaluation were analyzed quantitatively, while student responses to open-endedquestions were analyzed qualitatively using text mining. The results indicate that there was no significant effectof any factor on the self-evaluation scores. However, peer ratings show that the third presentation was ratedsignificantly higher than the first for the class in which students watched the less-proficient model videos beforethe more-proficient. The findings indicate that the observation sequence of the model videos may affect thedevelopment of learners’ performance, although the use of both more-proficient and less-proficient model videosin any order can improve learners’ cognitive, linguistic, and presentation skills.
