College of Education for Human Sciences, Tikrit University
Abstract
This study examined the language learning and motivational effects of a video project, including students‟ perceptions of the processes, and the impact of peer evaluations. In this study many online materials and integrating music and pictures is used to illustrate their showed that the language learning effects were more obvious in the low proficiency group than in the high proficiency one. Results from t-test analyses of preand postmotivation questionnaires showed that students increased their learning motivation, and interview data showed that students felt that making videos boosted their confidence and improved their technological capability. An examination of peer assessments of videos showed that they promoted peer learning and encouraged selfreflection. This study‟s findings support the adoption of video projects with lower proficiency students in order to stimulate language production.
