This article critically reflects on the implementation of participatory video (PV) to explore the perspectives of 14 refugee participants regarding their place-making strategies in the Netherlands. The insights here derive from the experience of co-designing and implementing the "Digital Place-makers" program: a filmmaking course that…

Captions play a major role in making educational videos accessible to all and are known to benefit a wide range of learners. However, many educational videos either do not have captions or have inaccurate captions. Prior work has shown the benefits of using crowdsourcing to obtain accurate captions in a cost-efficient way, though there is a lack…

Based on the Technology Acceptance Model (TAM) (Davis et al., 1989), this research examines the variables of perceived usefulness and perceived ease of use as predictors of video creation usage after software training. To gain a comprehensive understanding of the technology adoption process, the study also employed the Learning Adoption Trajectory…

The rapid advancement in video technologies in recent years has made the creating and editing of subtitles for a video increasingly feasible. For a long time, however, the pedagogical potentials of subtitling in language teaching and learning have been neglected. To fill this gap, this technology review introduces "VisualSubSync," a free…

In this essay I view writing as a communicative practice, and ask how and in what ways teachers and students define the role of writing in relation to digital video composition. While there is much research on the importance of multimodal composition, and teachers are being encouraged to incorporate more digital making into their curricula, we…

Adopting Oxfam's key elements of education for global citizenship, this case study investigates how digital storytelling, a participatory media practice, is used for citizenship education among Chinese college students. A thematic analysis of in-depth interviews suggests digital storytelling can be used as an effective pedagogical tool as students…

In many contexts of contemporary ELT, the L2 can be widely encountered beyond the classroom. In these settings, teachers need to maximize opportunities for meaningful participation. Digital video production (DVP) provides one such opportunity. Little, however, is known about the types of DVP common in particular contexts of ELT, the extent to…

Since most worldly phenomena can be expressed via language, language is a crucial medium for transferring information and integrating multiple information sources. For example, humans can describe what they see, hear and feel, and also explain how they move with words. Conversely, humans can imagine scenes, sounds, and feelings, and move their…

Asynchronous video-based educational resources allow for increased course material engagement. In today's climate, educators are encouraged to create videos for online instruction but are typically given limited production guidance. Few formal resources exist to guide educators for high-quality video production in a non-studio setting. This…

This collaborative self-study explored three graduate students' perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP). The researchers also examined how university instructors could promote reflection through the lesson demonstration process. The…

This edited book explores the integration of technology into English language education, with a particular focus on extracurricular and extramural contexts. The editors and an international team of scholars discuss how English teachers can critically and systematically design and implement language activities inside and outside the classroom to…