Abstract

This exploratory study investigated the integration of video creation within a technology-mediated task-based language teaching framework in a sixth-grade Japanese elementary classroom. A total of 105 students worked in groups to produce English language videos introducing Japanese school subjects. Employing a convergent mixed-methods design, the study collected student self-evaluations, analyzed open-ended reflections through keyword analysis, and incorporated insights from teacher interviews. The findings indicate that students enjoyed the creative and collaborative aspects of the task and reported increased confidence in using English despite challenges with language production and time constraints. The teacher emphasized the pedagogical value of the task, while noting the logistical limitations. Overall, the results suggest that video production in technology-mediated task-based language teaching can foster communicative competence, digital literacy, and learner autonomy among young language learners. The pedagogical implications highlight the importance of structured planning, teacher training, and technical support for the successful implementation of such tasks in elementary English education.

Keywords

References

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