The Project-based Movie-presentation Course for Japanese EFL learners

Abstract

This paper describes an implementation of technology-mediated, task-based multiliteracy project involving digital-storytelling as a foreign language instruction in Japan and validates the effect of digital storytelling on learner’s awareness on the foreign language anxiety and PBL skills . Blended into presentation course on the basis of Ono, Ishihara and Yamashiro (2012), the tasks of digital story-telling provides the learners with the opportunities to reflect themselves on each process from brainstorming to complete the movie. The project reduces foreign language anxiety for low-level students. This study compares such students with students with high proficiency level in order to investigate how these two groups are different . The result suggests that our project had an effect on foreign language anxiety for low-level learners and on PBL skills on high-level learners. This study further examines how the themesof the presentation affect their PBL awareness. It will be shown that the “too personal” theme does not motivate learners for PBL, but that the theme “favorite things” motivated the most among the three topics carried out in our project.