Innovation in Language Learning
Integrating Collaborative Video Production as Performance Assessment in Primary EFL Classrooms
Juhyun Do, Kyungpook National University (Korea, Republic of)
Abstract
Innovating primary language pedagogy requires moving beyond isolated drills toward authentic, integrated performance assessments (Early et al., 2015; Spada & Lightbown, 2008). While digital multimodal composing is recognized as a transformative approach (Akoto & Li, 2025; Jiang & Hafner, 2025), empirical research on how structured multimodal projects function as formal curricular assessments in primary EFL classrooms remains limited. This qualitative case study examines a three-week, eight-session project-based learning unit where collaborative video production served as an integrated performance assessment evaluating young learners’ L2 speaking and writing competencies. Embedded directly within the regular national curriculum, the unit integrated form-focused instruction (FFI) to target curriculum-mandated vocabulary and structures. Elementary learners worked in small groups during class hours to draft scripts, illustrate paper storyboards, and produce short video clips, culminating in a whole-class screening with structured peer evaluation. Multiple data sources were analyzed: physical artifacts (storyboards and peer evaluation sheets), digital video clips, and classroom observation notes. The findings highlight three key transformations. First, combining FFI with collaborative storyboarding provided essential cognitive scaffolding, enabling learners to apply target forms to meaningful spoken production. Second, multimodal design choices—particularly on-screen English/bilingual subtitles—fostered critical language awareness and communicative agency (Jiang & Hafner, 2025). Third, the culminating screening session turned testing into a supportive, low-anxiety language socialization event through peer feedback. These outcomes provide actionable design frameworks for curriculum-embedded multimodal performance assessment in early EFL education.
Keywords: Primary EFL, Form-Focused Instruction, Performance Assessment, Multimodal Composing, Collaborative Video Production, Peer Assessment
REFERENCES
[1] Akoto, M., & Li, M. (2025). Exploring collaborative digital multimodal composition: Interaction patterns and texts in the French as a foreign language context. System, 129, 103583.
[2] Early, M., Kendrick, M., & Potts, D. (2015). Multimodality: Out from the margins of English language teaching. TESOL Quarterly, 49(3), 447–460.
[3] Jiang, L., & Hafner, C. A. (2025). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching, 58, 528–546.
[4] Spada, N., & Lightbown, P. M. (2008). Form‐focused instruction: Isolated or integrated? TESOL Quarterly, 42(2), 181–207.
