The benefits of student-led video production in the language for business classroom

Claudia Gremler*, Elisabeth Wielander

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)


The use of video in the language learning classroom has long been seen as a way to enrich the student experience and to increase student engagement. This case study presents a good practice example of student-led video production tasks. The project which is analysed here was conducted with undergraduate students of German at Aston University in Birmingham, UK. It examined student responses and student achievement in relation to a number of different video-based learning activities and explored the potential of student-led digital video production in a language for business context. Results of the study highlighted the various benefits of using video production tasks with language learners. In particular, the data demonstrated how video-based tasks embedded in a Content and Language Integrated Learning (CLIL) approach and supported by adequate scaffolding, such as task-based learning structures, provide collaborative learning opportunities and increase students’ confidence.
Original languageEnglish
Title of host publicationCases on audio-visual media in language education
EditorsCatherine Hua Xiang
Place of PublicationHershey, PA (US)
PublisherIGI Global
Number of pages39
ISBN (Electronic)9781522527251
ISBN (Print)978-1-522527244
Publication statusPublished - Jul 2017


Bibliographical note

Copyright © 2018 by IGI Global.

Cite this

Gremler, C., & Wielander, E. (2017). The benefits of student-led video production in the language for business classroom. In C. H. Xiang (Ed.), Cases on audio-visual media in language education (pp. 155-193). IGI Global.