An Analysis of Research Regarding Video-based Instruction as a Language Learning Tool

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  • 言語学習ツールとしてのビデオベースの指導に関する研究の分析

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This paper briefly examines the use of video in the language-learning classroom. It begins by looking at the most frequently referenced theories that support the use of video, as well as examining studies that demonstrate its effectiveness, both in a primary and an auxiliary role. It is hypothesized that video can be utilized as an instructional tool that does not require a teacher to disseminate additional information about the material in order for the student to still reap benefits. An analysis of previous research and studies into the realm of video-based instruction offers support and criticism of this hypothesis.

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