Didactic Modeling of the Videotutorial of Language Teaching Multimodal Text Genre
a preliminary study
DOI:
https://doi.org/10.5433/2237-4876.2023v26n1p107Keywords:
Videotutorial for Language Teaching, Hypergenre, Didactic sequenceAbstract
This study analyzes the use of Videotutorials for Language Teaching (VLT) by language learners through multimodal analysis of a corpus and through surveys of VLT users. Six types of VLT have been identified and evaluated which ones are the most valued by learners. The results show that VLT of specific tips for solving errors and learning obstacles are the most highly rated. In addition, VLT showing the resolution of official tests and video correction of written expressions are also highly valued. Learners use VLT as a model for understanding and practicing novelties of usage, and observed practice has been shown to aid in repetition training and progressive self-correction. Most respondents prioritize the usefulness of the content over the technical quality of the VLT. In summary, the results suggest that VLT are a complementary tool valued by language learners that allows them to improve their autonomous learning and to progress in their language skills.
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