1st International Blacksea Conference On Language and Language Education, Samsun, Turkey, 22 - 23 September 2017, vol.5, pp.523-532
As the students started to get more sensitive about the affective sides of the education process and the importance of using formative assessment methods, the significance of alternative assessment methods are accurate and cannot be questioned in the language education area. Taking into consideration the importance of alternative assessment methods, this study tries to understand the students’ attitudes towards a new method, namely video recordings as a formal assessment in Literature and ELT classes. The study also examines whether there is any difference between gender, grade, and departments of the students. 65 male and 117 female students from Recep Tayyip Erdoğan University take part in this quantitative study. Students are asked to record a video about a definite subject and they are informed as it will be their final homework. They are expected to show their recorded video in the classroom then they are asked to give answers to 20 questions about the method.
The results show that students generally have positive ideas about the method, and they mention the effectiveness of it in preparing a realistic communicative atmosphere in the exams. They also state that the method used in the study helps them to decrease the anxiety and increase the language motivation. The boring atmosphere of the literature classes are also turned into positive for students who do not like literature lessons before conducting this video recording method. Besides, they have an also opportunity to record a video of the popular novels as a role play and display it in the classroom. By recording new videos on the street, they understand that language learning is not limited in the class environment, as it is a life time process.
Key words: Video recordings, Literature, English Language Learning, Communicative assessment.