Group digital documentaries in English language teaching: benefits and challenges of collaborative online assessments

In English language teaching (ELT), the greater number of options afforded by technology enhanced learning (TEL) in terms of assessment and learning is well recognised. At the same time, the potential synergies of a task-based approach within TEL contexts has provoked debate on concepts such as learner-centredness, a focus on meaning, the importance of goal orientation and the authenticity of task. In terms of broader educational aims, it is accepted that graduates should be equipped with skills to deal with global challenges. Regarding learner benefits through the use of student-created digital content, these include improved productive and receptive skills, enhanced creative thinking, greater critical thinking skills, higher levels of student engagement and further development of discipline-specific competencies. On top of this, the increasing use of video as the medium by which knowledge and information are transferred means that ensuring students can communicate ideas through video is of vital importance. It has been argued that effective video communication through the collaborative use of complex technologies is now essential for student success. Despite potential benefits, concerns remain about the use of student-generated video for assessment purposes. This mixed-methods study investigates the impact on students’ learning of working on a group digital documentary project with specific reference to their English language learning and related academic skills. The study also explores perceived benefits of a group digital documentary project for assessment purposes and makes recommendations on how teachers can be better equipped with the knowledge and skills to deliver this type of multimodal assessment.