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Effects of Video-Dubbing Creations (Using Peer Instruction Approaches) on Learning Achievement, Willingness to Communicate and Learning Anxiety

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Effects of Video-Dubbing Creations (Using Peer Instruction Approaches) on Learning Achievement, Willingness to Communicate and Learning Anxiety

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Chang, C.; Yeh, H. (2024). Effects of Video-Dubbing Creations (Using Peer Instruction Approaches) on Learning Achievement, Willingness to Communicate and Learning Anxiety. The EuroCALL Review. 31(2):17-33. https://doi.org/10.4995/eurocall.2024.21585

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/213427

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Título: Effects of Video-Dubbing Creations (Using Peer Instruction Approaches) on Learning Achievement, Willingness to Communicate and Learning Anxiety
Autor: Chang, Ching Yeh, Hui-Chin
Fecha difusión:
Resumen:
[EN] This study investigated willingness to communicate (WTC) and learning anxiety while immersing students in video dubbing (VDUB) activities using a peer instruction learning strategy. A total of 63 students participated ...[+]
Palabras clave: Creative video dubbing , Peer instruction , Willingness to communicate , Learning anxiety , English language learning
Derechos de uso: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Fuente:
The EuroCALL Review. (eissn: 1695-2618 )
DOI: 10.4995/eurocall.2024.21585
Editorial:
Universitat Politècnica de València
Versión del editor: https://doi.org/10.4995/eurocall.2024.21585
Agradecimientos:
National Science and Technology Council of the Republic of China (contract numbers NSTC 112-2410-H-224-012-MY2 and NSTC 112-2628-H-224-001-MY3).
Tipo: Artículo

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