A Quantitative Study of Student Responses to Video Use in the Language Classroom

摘要

1 Introduction Over the past twenty years, many articles have been published debating the merits of using video in the language classroom (see Omaggio, 1979; Mueller, 1980; Balatova, 1994; Guest, 1997; Arthur, 1999; Canning-Wilson, 2000) and the various methods that are most beneficial for student development (see Herron, 1994; Herron, Hanley & Cole, 1995; Canning-Wilson, 2000).