The Use of One-Take Videos in Foreign Language Learning: Beginner German Learners’ Experiences

Öz

While video-based language teaching gains prominence, research on student experiences regarding one-take videos (OTVs) in foreign language learning remains limited. This phenomenological study aimed to investigate how beginning-level German pre-service teachers make sense of their experiences using the OTV technique. The study involved 24 pre-service German language teachers enrolled in a preparatory program at a state university’s Faculty of Education in Türkiye. During the 12-week implementation period, students created both individual and group one-take videos based on weekly themes. Data were collected through semi-structured interview forms upon completion of the implementation process and analyzed using Miles and Huberman’s qualitative data analysis framework. The findings revealed five main themes: (i) motivation and participation, (ii) language skills and confidence, (iii) autonomy and creativity, (iv) technical and cognitive challenges, and (v) emotional contradictions. Results demonstrated that while OTVs enhanced student motivation, speaking fluency, and learner autonomy, participants experienced technical difficulties and cognitive load, particularly at the beginner level. The study concluded that OTVs can serve as effective tools for language learning when integrated within a structured pedagogical framework that incorporates adequate technical support and emotional guidance.

Anahtar Kelimeler

• One-take videos
• foreign language learning
• German language teaching
• video-based language learning
• student experiences

Yabancı Dil Öğrenmede Tek Çekim Video Kullanımı: Başlangıç Düzeyi Almanca Öğrencilerinin Deneyimleri

Öz

Video tabanlı dil öğretimi önem kazanırken, tek çekim videoların (TÇV) yabancı dil öğrenme sürecinde kullanımına ilişkin araştırmalar sınırlıdır. Bu fenomenolojik çalışma, başlangıç düzeyinde Almanca öğrenen öğretmen adaylarının, TÇV deneyimlerini nasıl anlamlandırdıklarını incelemeyi amaçlamıştır. Araştırmaya, Türkiye’de bir devlet üniversitenin Eğitim Fakültesi’nde Almanca öğretmenliği hazırlık sınıfında öğrenim gören 24 öğretmen adayı katılmıştır. 12 hafta süren uygulama sürecinde öğrenciler, haftalık temalar çerçevesinde bireysel ve grup olarak tek çekim videolar hazırlamışlardır. Uygulama süreci sonunda yarı yapılandırılmış görüşme formuyla veriler toplanmış ve Miles ve Huberman’ın nitel veri analizi tekniği kullanılarak analiz edilmiştir. Bulgular beş ana tema ortaya koymuştur: (i) motivasyon ve katılım, (ii) dil becerileri ve özgüven, (iii) özerklik ve yaratıcılık, (iv) teknik ve bilişsel zorluklar ve (v) duygusal çelişkiler. Sonuçlar, TÇV’lerin öğrenci motivasyonunu, konuşma akıcılığını ve öğrenci özerkliğini artırdığını, ancak katılımcıların özellikle başlangıç düzeyinde teknik zorluklar ve bilişsel yük yaşadıklarını göstermiştir. Çalışma, TÇV’lerin yeterli teknik destek ve duygusal rehberlik içeren yapılandırılmış bir pedagojik çerçeve içinde entegre edildiğinde, dil öğrenimi için etkili araçlar olabileceğini ortaya koymuştur.

Anahtar Kelimeler

• Tek Çekim Videolar
• Yabancı Dil Öğrenimi
• Almanca Öğretimi
• Video Tabanlı Dil Öğrenme
• Öğrenci Deneyimleri

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