Author Faculty (Discipline)

Theology

Document Type

Article

Publication Date

2-2015

Journal

Journal of the Society for Teaching English through Media

Volume Number

16

Issue Number

1

Page Numbers

191-216

ISSN

1598-1002

ANZSRC / FoR Code

130103 Higher Education| 200102 Communication Technology and Digital Media Studies

Reportable Items

C1

Abstract

Smart-phone movies were utilized for examinations at Kyungpook National University, Sangju Campus for the Freshman English Second Language course, and the results were analyzed. Students employed many movie genres: religious influences; sports; reality; news; factual; sitcom; police procedural; horror; traditional fantasy legends; slice of life; military; science fiction; romance; Bildungroman; gangster; instructional genre; and disaster genre.

They worked many hours outside the class producing short English movies with enjoyment. Written content and performance were important for exams. The teacher, as a DSL (Digital Second Language) generation person, was surprised by the DFL (Digital First Language) generation producers. Even though the smart-phone is an excellent motivational tool for young learners, yet looking at the necessity for them to develop a proper philosophy of life one must be aware of the danger to prioritize image above text since it has cognitive implications for the long-term memory and creative aspects of the brain.

The future successful teacher will utilize the mobile-learning utility to make them research with electrical-learning tools enabling them to self-construct through a process of deconstruction and reconstruction with cognitive sensitivity fulfilling the old traditional behavioristic objectives. A literature review notably revealed an upsurge of related studies by Korean scholars recently.

Peer Review

Before publication

Comments

Used by permission: the author

At the time of writing Koot van Wyk was affiliated with Avondale College as a Conjoint Lecturer.

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