Technology-assisted sheltered instruction: instructional streaming video in an EFL multi-purpose computer course

Abstract

Content-based instruction (CBI) has been widely adopted for decades. However, existing CBI models cannot always be effectively put into practice, especially for learners of lower English proficiency in English as a foreign language (EFL) context. This study examined an animation design course adopting CBI to promote reading abilities of English majors at a technology university in Taiwan. CBI usually adds challenges in cognitive and linguistic learning, especially for English majors in computer courses. Different from other CBI courses, this course dealt with multiple situations: multi-approaches (CBI and task-based instruction); multi-skills (Flash animation software skills- various animation effects; language skills-computer vocabulary and reading comprehension); multi-level learners (various English language proficiency levels – mostly low proficiency level; computer abilities; learning styles), and a large class taught by one instructor. Simply employing CBI cannot solve such complex problems. Therefore, instructional streaming video was applied as a learner-directed scaffold and a technological facilitator. A control group and an experimental group comprised 117 and 121 English majors taking this course for one semester respectively. Both groups were taught with English materials but the later were additionally provided with instructional streaming video (ISV). Qualitative and quantitative data were collected from classroom observations, interviews, exams, and semester-end questionnaires from both groups to examine whether ISV facilitated instructor teaching and student learning. Results show that the experimental group significantly performed better in reading comprehension, reading speed, acceptance, attention, and exams, as well as easing teaching difficulties. Drawn upon empirical results, a technology-assisted sheltered model was generated for EFL multi-purpose courses.

Keywords:

• content-based instruction
• sheltered instruction
• streaming video
• technology-assisted language learning

Acknowledgements

The research reported in this paper has been supported in part by the National Science Council in Taiwan under the research project number NSC 98-2511-S-024-004-MY3, NSC 99-2511-S-024-003-MY3, and NSC 100-2631-S-001-001.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Yun-Hsuan Huang

Yun-Hsuan Huang is a lecture in the Department of Applied Foreign Languages at Chia Nan University of Pharmacy and Science. She is currently a doctoral candidate in the Department of Information and Learning Technology at National University of Tainan, Taiwan. She received her MA in linguistics from Eastern Michigan University and MS in Instructional Technology and Media from Teachers College, Columbia University. Her research interests include technology-enhanced language learning, digital game-based learning, ICT-mediated communications, and creativity.

Tsung-Yen Chuang

Tsung-Yen Chuang is an associate professor of the Department of Information and Learning Technology in National University of Tainan, Taiwan, Republic of China. He received his PhD degree from the Department of Curriculum and Instruction at the Pennsylvania State University, specializing in instructional design and play theories. His research interests include digital game-based learning, media literacy, creativity, computer-assisted language learning, and occupational therapy.