The Video-Making Project： Why Students Love It？  

作　　者：Kasma Mohd Hayas Sabariah Abd Rahim 

机构地区：[1]University Malaysia Sabah, Kota Kinabalu, Malaysia

出　　处：《Sino-US English Teaching》2013年第8期627-637,共11页中美英语教学（英文版）

摘　　要：It has been proven that ICT （information and communication technologies） affect the teaching and learning of a language, be it positive or negative. One of the examples of ICT that is used to enhance learners＇ creativity is the use of video. Although the use of ICT is encouraged in the learning and teaching of a language, it is still minimally applied in UMS （University Malaysia Sabah）, especially in the teaching and learning of a language. In this study, video-making is used as one of the assessments to measure learners＇ proficiency in the target language, which in this case, the Spanish Language. The video-making project was found to be able to improve learners＇ communication skills and knowledge building capabilities, as well as enhances learners＇ interest in the learning of the Spanish Language. It is found that intrinsic and extrinsic motivations, nature of the course, lecturers＇ positive support as well as students＇ positive determination to obtain good grades are among the factors contributing to the students＇ positive performance in the Spanish Language.

关 键 词：video-making project intrinsic and extrinsic motivational factors SELF-CONFIDENCE SELF-DETERMINATION 

分 类 号：TP391[自动化与计算机技术—计算机应用技术] TN948.13[自动化与计算机技术—计算机科学与技术]