Advantages of testing writing skills through video

Abstract

SUMMARY This study dealt with investigation of the contribution of visual setting via video in testing writing skills. When students are assisted with aural, audio-visual and visual input in their writing tests, they become more willing to write than the tests done using the traditional methods. In this study, our problem was specified as `lack of motivation in writing tests` and the aim was to find out whether video sequences motivates students in writing tests or not. Therefore, in this study the contribution of video to communicative testing was introduced as a practical technique to motivate students in writing tests. Writing tests which were done through video made students learn something while being tested. To find out the positive contribution of video in writing tests, six carefully selected video sequences were chosen to be used for testing six different writing techniques. The videos used in this study were designed specially for English language teaching classrooms and they were easy to take part in, joined with other skills, motivating and presenting real life situations. For the application of the tests three different testing situations were used. These are: - using aural input, - using audio-visual input, - using visual input.Although students' production was observed in three different testing situation, the aim was the same, i.e. to see how successful they were in their writing performance when these three different techniques were applied. The treatment of the study was carried out at özel Akdeniz Secondary School during six weeks. It was expected that during this period the subjects would show a behavioural change in their writing skills. The subjects of the study were 30 students of 15 years of age, attending the third grade at secondary school. As a result of this study, the conclusion was reached that to motivate the subjects to write willingly and to create motivating writing topics, the contribution of aural, audio visual and visual input should not be forgotten. When the scores obtained from A, AV and V-based tests (aural, audio visual, visual) were studied, it was found that listening to the original sound track led the subjects to receive low marks. But, it was observed that when subjects given AV- and V- based tests, they were more successful. Therefore, the presented data clearly revealed the effectiveness of visual setting in writing tests. It was hoped that the present research will be considered as a guidance in developing and presenting tests by means of video, not only to test writing skills but the other skills and subskills in English language teaching.

ABSTRACT This study aims at exploring the contribution of video to English language testing, and finding out the roles and advantages of using video in testing writing skills. In Chapter I, after presenting the problem briefly, the aim and the scope of the study are clarified. Also definitions, related to the subject, are provided. In Chapter II, literature relevant to the subject is reviewed. The literature about video and the role of video in ELT classroom are covered. In addition to this, varieties of video materials, advantages of visual setting are explained. Also, the relationship between listening and video and superiority of video over audio tape are presented. In Chapter III, the literature on testing writing skills is reviewed and techniques used in writing tests are explained briefly. Then, the use of video in English language testing is argued as a solution to the problems occuring in testing writing skills. In Chapter IV, the method of the study is presented with tests applied during the treatment program. In Chapter V, data analysis is covered. In the final chapter VI the significant conclusions and some practical suggestions are presented.