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A Video-Based Multimedia Curricular Design and Implementation for Advanced English Language Learners (ELLs): A Comparison Between ESL and EFL Contexts
Abstract
Based on the theoretical framework by Ellis, this chapter analyzes the conceptual orientation in curriculum design that teachers in each context (ESL vs. EFL) used and addresses a variety of in-class activities that were utilized to integrate YouTube videos into their English teaching. Data collection for this study includes two curriculum artifacts and a group focus interview from a university in the USA (ESL context) and in Vietnam (EFL context). The results demonstrated fundamental differences on the two video-based curricula. While the video-based curriculum in ESL context focuses on knowledge application for English language learners from a more societal and learner orientation, the video-based curriculum in EFL context emphasizes a knowledge-centered orientation.
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