The Effectiveness of a Video‐Based Curriculum in Teaching Culture

Abstract

This study investigates whether students learn culture embedded in a video‐based second language program. Beginning‐level French students watched 10 videos as part of the curriculum. A pretest, administered prior to exposure to the videos, and a posttest, given at the end of the semester after exposure to the videos, assessed long‐term gains in little "c" culture (practices) and big "C" culture (products). Also, postvideo viewing tests, administered immediately after each video, measured short‐term retention of culture in that video. A questionnaire analyzed student perceptions of how well they learned about the foreign culture. From pre‐ to posttesting, results indicated significant gains in overall cultural knowledge. On the postvideo short‐term retention tests, scores of little "c" items were significantly higher than scores of big "C" items. Students perceived that the videos contained more little "c" than big "C" and that they learned more little "c" information. Findings supported using video to teach culture.