No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Video in Language Teaching
... Similarly, creating reflective writing activities based on video resources is beneficial for students' writing skills, by raising interest and engagement, critical thinking, and language development. Lonergan (1984) revealed that generating interest and motivation through video can create a climate for successful learning. The video has an immediate impact, and visual clues support the language to be re-played (Lonergan, 1984). ...
... Lonergan (1984) revealed that generating interest and motivation through video can create a climate for successful learning. The video has an immediate impact, and visual clues support the language to be re-played (Lonergan, 1984). Writing is hard work not only in the native language but also in the second language. ...
... Videos are an excellent way to amplify learning (Alber, 2019). As Lonergan (1984) states, the teacher must know the video material well and, by suitable preparation, provide the links into and out of the main course (Lonergan, 1984: 70). The teacher's role is central because the teacher has to relate the video materials to the language learner's needs, -the case of this research is writing skills. ...
This research investigates the impact of incorporating videos as a pedagogical tool to encourage reflective writing among university students and enhance their writing autonomy. This study aims to address the challenges students face in reflective writing tasks, by exploring how videos can be effectively integrated into the writing curriculum to promote reflective thinking and independent writing skills. The research methodology involves a mixed-methods approach, combining qualitative analysis of student reflections and writing samples with quantitative data on student engagement, writing proficiency, and perceived autonomy in writing. A group of university students in the Written English discipline participates in a writing activity incorporating video prompts, reflective prompts, and self-assessment and peer feedback opportunities. Data is collected through a survey, a writing task, and focus group discussions to assess the impact of video-based interventions on students' reflective writing practices and writing autonomy. Preliminary findings suggest that using videos as a stimulus for reflective writing can enhance student engagement, deepen reflection, and improve writing quality. Furthermore, students report increased confidence in their writing abilities and greater ownership over their writing process. However, challenges such as varying levels of digital literacy, and the need for support in interpreting and analyzing video content is identified. The implications of this research extend to curriculum design, pedagogical strategies, and educational technology integration in higher education settings. By leveraging the affordances of videos to stimulate reflection and promote autonomy in writing, educators can create more engaging and effective learning experiences that empower students as self-directed learners and proficient writers.
... Within this study, the term 'video' is taken as meaning any audio-visual material including feature films, documentaries, television programs and amateur web clips. Testifying as to the benefits of video for language learners, Lonergan (1984) has stated, The outstanding feature of video films is their ability to present complete communicative situations…The speakers in dialogues can be seen and heard; other participants in the situation can be seen. The language learner can readily see the ages of the participants; their sex; perhaps their relationships one to another; their dress, social status and what they are doing; and perhaps their mood or feelings. ...
... In providing an audio-visual portrayal of a given scene, video proffers a particularly effective arena for displaying the paralinguistic features of English communication such as gesture, facial expressions and body language (Canning-Wilson, 2000;Lonergan, 1984). These language features are not present within paper and audio-only materials, however, they are an important part of communication processes. ...
... Critical perspectives assert that video watching can be a passive activity with little benefit to unengaged or distracted watchers (Lonergan, 1984;McKinnon, n.d;Ryan, 1998;Seferoğlu, 2008), or, worse, a "baby-sitting device" (Qiang et al., 2007, p.40) employed when teachers have not prepared any other lesson material. Indeed, the researcher contends that compared to paper books and audio resources, video holds a somewhat marginalised place within the language classroom. ...
This study considers the practicality of streaming video for use in l2 language education. It begins with a review of literature on the use of video within language learning, asserting that video has four main benefits for learners: (1) authentic language; (2) verbal language features; (3) paralinguistic features; (4) motivational appeal. Next, the study supplies critiques of video as a learning tool which are critically interpreted in light of the affordances of streaming video’s digital format. Through a brief chronology of the use of video technologies in the classroom, this study contends that streaming video proffers advantages not presented by earlier physical technologies. In order to highlight the value of streaming video to l2 education, benefits and problems are explained and the Movieclips.com website (www.movieclips.com) is outlined as an example of a streaming video platform that may be utilised within l2 English teaching.
... On the one hand, the fact that audio-visual materials involved expensive devices which most high schools, let alone students, could not afford; on the other hand, the need to train teachers in the use of videocassettes since the population in general, and this included teachers, were not accustomed to using them. This implied the emergence of research devoted to instructing teachers on audiovisual skills (Allan, 1985;Lonergan, 1984). ...
... EFL learners can develop their linguistic competence due to constant exposure to authentic videos. Several scholars (Allan, 1985;Canning-Wilson, 2000;Fernández-Guerra, 2013;Kaiser, 2011;Lonergan, 1984;Ruey & Kun, 2014;Tomalin, 1986) have shown that, if English students work with audio-visual materials, they enhance their listening, reading and oral skills, as well as their knowledge on English grammar, vocabulary and pragmatics. ...
... English students need to read the speakers' words quickly in order to understand the film and, therefore, they get used to reading faster, thus enhancing their reading ability. Added to listening and reading skills, secondary school learners are encouraged to practice their speaking ability when watching a video because they see plots which arouse their curiosity, and every student is eager to share their views at the end of any video (Allan, 1985;Lonergan, 1984;Tomalin, 1986). Even introverted English students begin interacting with their classmates and practicing their oral skills because film scripts are models which they can imitate (Lonergan, 1984;Stewart, 2006). ...
Introduction: Research on teacher perceptions on the use of films in the secondary school English classroom is scarce since most studies have focused on other educational levels and on the opinions of students. Besides, most of these studies are merely of a theoretical nature. Consequently, there is a need for empirical research which sheds further light on both Compulsory Secondary Education and teacher perceptions on this matter. Objective of the paper: this study explores the perception of a secondary school teacher on the use of a film as a tool for conducting EFL classes. Method: data were obtained according to the following steps. Firstly, the English instructor was interviewed regarding her views on the use of authentic audio-visual materials in the English classroom. Then, the teacher examined a film-based lesson plan which included the advantages of authentic audio-visual resources for EFL as defined by scholars in the field. Finally, the teacher was interviewed again to trace changes in her perception. Findings: the results of the study show that, in the initial interview, the participant’s opinion was positive although her use of movies as a didactic aid was vague and minimal. However, in the final interview, she reflected a more positive view and she was willing to include films and their multiple educational benefits into her lessons, advocating, therefore, a more holistic understanding of EFL. Conclusion: the contextually situated awareness elicited through the teacher’s own experience of the lesson plan made her question her own classroom practice. This led to the amplification of the teacher’s understanding of EFL, which, at the post-intervention stage, emerged not only as a linguistic endeavour but also as a platform from where to promote critical thinking, aesthetic sensitivity or awareness towards issues of social justice.
... Increasing number of scientists (Bowen, 1982;Guichon & McLornan, 2008;Hanley, Herron & Cole, 1995;Lonergan, 1984;Markham, Peter & McCarthy, 2001;Stempleski, 2003;Tomalin, 1986) made a lot of contribution to increasing listening comprehension in a foreign language teaching. According to the statement of Lonergan, (1984) and Stempleski (2003) and scholars (Guichon & McLornan, 2008;Katchen, 1996a) movies are considered as a motivating media due to encompassing various topics and those consists of both audio and visual stimuli which indicates some benefits of using them in language learning such as images and sound that help set the scene of events and its additional information, the paralinguistic features, providing to listening comprehension. ...
... Increasing number of scientists (Bowen, 1982;Guichon & McLornan, 2008;Hanley, Herron & Cole, 1995;Lonergan, 1984;Markham, Peter & McCarthy, 2001;Stempleski, 2003;Tomalin, 1986) made a lot of contribution to increasing listening comprehension in a foreign language teaching. According to the statement of Lonergan, (1984) and Stempleski (2003) and scholars (Guichon & McLornan, 2008;Katchen, 1996a) movies are considered as a motivating media due to encompassing various topics and those consists of both audio and visual stimuli which indicates some benefits of using them in language learning such as images and sound that help set the scene of events and its additional information, the paralinguistic features, providing to listening comprehension. With the advance of technology, anyone can watch movies become numerous. ...
... Active digital video production and self-assessment contribute to developing oracy in digital media environments. Video started to be used as a language learning and teaching tool in the 1980s, when most methodologies encouraged language teachers to incorporate video materials into their language classrooms (Willis, 1983;Lonergan, 1984;Allan, 1985;Cooper, Lavery and Rinvolucri, 1991). This tool has not gained a prominent position until the 21st century, when the era of information technology has given rise to a shift from its passive use, aimed at enhancing aural reception skills, to its active production, intended for the acquisition of oracy skills (Dal, 2010). ...
... Videos are far from being the exception to the influence of technology on 21st century education, and have changed the way we interact with others as much as the way we learn languages (Deubelbeiss, 2015; after Anderson 2010), particularly after their use as a passive tool for mastering oral reception skills shifted to an active tool for enhancing oracy skills (Allan, 1985;Bobkina, Domínguez Romero and Gómez Ortiz, 2018;Coombe and Kinney, 1999;Domínguez Romero and Bobkina, 2017;Cooper, Lavery and Rinvolucri, 1991;Dal, 2010;Goldstein and Driver, 2015;Goldstein, 2017;Lonergan, 1984;Willis, 1983). ...
English teachers of the 21st century need to develop high order cognitive skills to have
a significant impact on their students’ outcomes. Video production comprises the use
of technological tools and contributes to developing the students’ high order cognitive
skills by giving “the language learner a choice not only about what to say, but also how
to say it and how to present a point of view” (Dal 2010, 5). The present paper aims at
exploring our 21st century students’ view of their own digital oral skills.
... Film also has communicative value in learning English. According to Lonergan (1984), the outstanding feature of video films is their ability to present complete communicative situations. The combination of sound and vision is dynamic, immediate, and accessible. ...
... Film as audio-visual media has a special benefit in learning English. Lonergan (1984) stated that "the benefit of using audio-visual recording with moving pictures-such as film, television or videooffers the phonetic and prosodic advantages of audio, as well as the paralinguistic information provided by the visual elements". ...
This research is focused on a correlation between students’ rewriting of the story in film and t heir vocabulary mastery at the second grade of SMP Taman Siswa Pematangsiantar. The problem of this study is: ‘Is there any correlation between students’ rewriting of the story in film and their vocabulary mastery?’ The objective of this study are: 1) To examine whether there is a significant correlation between students’ rewriting of the story in film and their vocabulary mastery; 2) To find out the contribution of watching film in improving students’ rewriting of the story in film and their vocabulary mastery. From the data anlysis it can be concluded that: 1) above it can be concluded that the average score of that students’ rewriting of ¬ the story in film variable (X) is 67, 56 (4054: 60). Six students (10%) get excellent level, 13 students (21,6%) get very good, 13 students (21,6%) get good, 8 students (13,33%) get fair, 11 students (18,33%) get poor and 9 students (15%) get very poor; 2) The average score of the students’ ability in writing recount text is 71, 52 (4291: 60). Five students (8,33%) get excellent level, 11 students (18,33 %) get very good, 20 students ( 33,3 %) get good, 14 students ( 23,3 %) get fair, 7 students ( 11,6 %) get poor and 3 students (5 %) get very poor; 3) There is a significant correlation between students’ rewriting of the story in film variable (X) and the vocabulary mastery variable (Y). This result is obtained from the computation of the correlation between students’ rewriting of the story in film variable (X) and the vocabulary mastery variable (Y) applied to the sample is 0.338 (from the calculation). The critical value of the Pearson r with the 5 % significant level is 0.211 (From the table of statistical book). It means that the result obtained from the computation is greater than its critical value. Therefore, I conclude that the correlation between the two variables above is highly significant.
... Each mode of writing has its characteristics and techniques. Lonergan (1984) and the language is supported by visual clues and can be re-played. Authentic material can include audio, visual, and printed material. ...
... Finally, the researcher states that the use of video as an authentic material is better in increasing the students' writing skill than the conventional one. It is supported Lonergan (1984) who stated that by generating interest and motivation, video could create a climate for successful learning. Video has an immediate impact, and the language is supported by visual clues and can be replayed. ...
This research aims to find out the impact of video as an authentic material on the writing ability. Also, this research aims to find out the use of video as an authentic material to created exciting writing for the secondary school students. The research employed a quasi-experimental method. Experimental group and control group were assigned different treatment. Each group consisted of 30 students. The sample was chosen by applying a cluster random sampling technique. The researcher used writing test both for control and experimental group. The data were analyzed using inferential statistics. In conducting the research, the writer used video as an authentic material as an instrument to improve the students’ writing ability particularly in writing a narrative paragraph which covered the five components of writing namely content, organization, vocabulary, language use, and mechanics. Besides, the researcher used a questionnaire to investigate the students’ interest in the use of video as authentic material. The research result showed that there was an improvement in the students’ writing ability between pretest and posttest in the experimental group after the treatment. This research reveals that the use of video as an authentic material was able to give a greater contribution to the students’ writing ability.
... Movies function as persuasive media on account of their capacity to encompass a wide range of topics and convey information through a combination of auditory and visual elements (Lonergan, 1984;Stempleski, 2003;Safranj, 2015). Besides, Putri et al. (2023) emphasized that movies, incorporating engaging narratives for both viewing and reading, garner significant interest across all age groups. ...
This study investigates the impact of integrating English movies on the listening comprehension and attitudes of tenth-grade EFL students at a school in Kalasin Province, Thailand. Despite the pivotal role of listening skills in language acquisition, EFL learners often face limited exposure to listening materials, leading to challenges in comprehension. Employing a mixed-methods approach, the study explores the relationship between English movie usage and students’ listening comprehension and evaluates their perceptions of movie integration in the classroom. The participants, consisting of 33 tenth-grade students, underwent pre-tests and post-tests to assess listening proficiency, followed by questionnaires and semi-structured interviews to examine attitudes toward integrating movies in the classroom context. Following instruction through English movies, the findings indicate a significant improvement in students’ English listening comprehension. Moreover, students displayed positive attitudes toward integrating movies as a learning tool, recognizing their potential to create an enjoyable and enriching learning experience.
... The use of videos in second and foreign language classrooms experienced a boom in the late 1970s, declined in the 1980s, and then rose again in the 1990s for instructional purposes across all skills (Lonergan, 1992;Mejia, 1989;Singer & Singer, 1998;Stempleski & Arcario, 1992;Wetzel, Radtke & Stern, 1994). By the turn of the century, the use of videos for teaching and learning was once again on the rise thanks to Internet-transmitted videos, the revolutionary rise of YouTube, and similar live or edited transmissions like vodcasts. ...
The study aimed to assess the impact of video-based training on students' linguistic development using VODcasts. It used an experimental approach with a pretest, posttest, and control group design. The experimental group received instruction through a remedial program incorporating authentic video material and dramatised literary works, while the control group received audio materials. The experimental group showed significant improvements in all language skills, while the control group did not. The results suggest that using real videos to teach language is a successful method, leading to proficient listening, reading comprehension, speaking, and writing skills in the experimental group.
... Other scholars noted that video materials found to be working as good motivating tools to increase the listening comprehension performance, as they provide EFL learners with opportunities to experience authentic settings of native speakers in ways that help students watch social and dynamic environments of real communication in English as a foreign language listening classrooms. (Kerridge, 1982;Wen, 1989;Herron, C. A. & Seay, I,1991;Lonergan, 1992;Herron, 1994;Hanley, 1995;Swaffar & Vlatten, 1997;Singer & Singer, 1998;Weyers, 1999;Coniam, 2001). ...
The study attempted to explore the EFL Saudi university students' perceptions of the impact of video material on their listening skill. More specifically, the study attempts to answer the following primary question; "To what extent do Saudi EFL students perceive that video integration in listening classrooms is effective on their listening comprehension level?" The sample of the study consisted of 18 male students majoring in English, between 18-20 years old, enrolling in English 044 course for the listening and speaking skills during the first semester of 2014. They were studying at the English Department of College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University, Riyadh-Kingdom of Saudi Arabia. The instruments of the study included a close-ended questionnaire, and open-end question in which the respondents were asked to write a short paragraph expressing their preferences to either video utilization or audio usage. The SPSS program was used for data analysis of the close-ended questionnaire, namely T-test, Percentages, Means and Standard Deviations were calculated to analyze the study participants' responses to the questionnaire items. Quantitative analysis was also used to interpret the study participants' responses to the open-ended question. The results of the study indicated that there were statistically significant differences in the subjects' perceptions of videos and audios integration in the listening skill in favor of videos utilization. The quantitative analysis revealed that students were more interested in learning to listen with videos rather than learning with audios. Recommendations were stated for researchers, teachers of English, stakeholders, and educational institutions in Saudi Arabia.
... Students tend to compare those aspects with the ones of their own community, which helps them to reflect more deeply on both social systems. Furthermore, films have been proved to be a highly motivating pedagogical resource for various reasons: students experience aesthetic pleasure when watching them (Allan, 1985); cinema presents realistic language (Alwehaibi, 2015); students learn how to deal with emotions by observing the actors' feelings and by expressing their own reactions to the film (Berk, 2009); learners can hone their creative and critical thinking skills (Lonergan, 1984); and films often portray non-trivial topics, social matters such as racism or homophobia which EFL learners may face in their daily life (Sturn, 2012). ...
This paper aims to convey how and why teaching the fundamentals of the meter through interdisciplinary Ski-hill graph pedagogy of the meter brings benefits to school-age students. Arguably, the lack of a comprehensive theory of the meter has contributed to problems in fields as diverse as music education, mathematics, acoustics (psychoacoustics) and physics. However, the Ski-hill graph and modern theory of the meter (Cohn, 2020), provides solutions for inclusive meter theory in diverse music education. Presented in this paper is a music educator’s response to modern meter theory’s emphasis on the subjective psychoacoustic - mind and body processes of the meter (acoustics as music) and the importance of its’ accurate representation. The paper explores the flexible three-step approach (Calilhanna, 2018; 2020) of Ski-hill graph pedagogy to enable school-age students to accurately visualise, conceptualise, and apply to performance, the details of their quantification of all the pulses and all the meters and their relations from listening to music. The Ski-hill graph augments theories of the meter as time signatures and groups of beats in a measure through mathematical music theory to visualise each pair of adjacent pulses in a relation of ratio 2:1 (duple meter) and or 3:1 (triple meter). Represented in the mathematics of cyclic hierarchies, the detailed visualizations of the meters through the Ski-hill graph provide a visceral and dynamic map of the metric space - listener’s temporal information of patterns often overlooked, over-simplified, or forgotten in analyses. The paper situates Cohn’s Ski-hill graph and theorem as a bridge between the arts and sciences. Keywords: Ski-hill graph, meter, mathematics, psychoacoustic, inclusion.
... The strategies applied in such listening comprehension teaching activities are commonly known as an Interactive-Audio strategy (Salazar, 2013) . However, along with the development of technology over the decades, many studies proved that listening comprehension can be improved by adding pictures as a teaching medium (Bowen, 1991;Guichon & McLornan, 2008;Herron et al., 1995;Katchen & Leung, 1997;Lonergan, 1984;Markham et al., 2001;Sempleski, 2003;Tomalin, 1994). This is in line with the statement of Guichon & McLornan, (2008); Katchen & Leung, (1997) regarding improving the quality of someone's listening comprehension, which can be done by using another kind of media such as movie/video. ...
This study aims to examine strategies and media bases in learning English-Listening Comprehension skills. The two strategies that are the subject of discussion are the Audio-Visual Media-based Strategy and the Interactive-Audio Strategy. Quantitative research was carried out by surveying the object of research and strengthened by interviews with several respondents at random to ensure that all respondents had received learning with two strategies. The object of this research is the students of the English Education Department at the State Islamic University of Maulana Malik Ibrahim Malang. All respondents in this survey are 34 respondents. Data analysis was carried out in a qualitative descriptive manner to interpret the percentage of the implementation of learning in the two strategies. The results showed that the Audio-Visual Strategy had a percentage point interval of 76.92%, which indicated that this strategy was in the "Good" category. While the Interactive-Audio Strategy has a percentage point interval of 50.48%, which indicates that this strategy is in the “Enough” category. From these results, it can be concluded that the Audio-Visual strategy provides maximum results when applied in Listening Comprehension Skill learning so that the Audio-Visual strategy is more effective
... The use of videos in the ESP classroom as a tool to develop students' oral skills is not new (Dikilitas and Duvenci 2009;Lonergan 1984;Sherman 2003). What is more recent is the in-depth cognition of multimodal ensembles and the multimodal approach to teaching meaning-making. ...
This paper focuses on issues of multimodal literacy practices in ESP higher education settings. In particular, the research explores how students become engaged in various literacy activities aimed at enhancing their critical-thinking skills and interpretation of images. For this purpose, two datasets consisting of video clips were extracted from a larger multimodal corpus and developed for teaching applications: one involved a UK live parliament debate and the other a US House of Representatives debate. The main objective is to identify the key verbal strategies reflecting persuasive, argumentative rhetoric and the non-verbal features accompanying these verbal utterances such as prosodic stress, body/head movements, gaze, gesture. Thus, the focus of the analysis is on how different semiotic modes of communication construct meaning, especially in terms of how they reinforce the construction of identity and ideological stance. The results were systematically categorized and applied on a practical level to a teaching unit on ‘identity and ideology’.
... (Garza, 1991;Lonergan, 1995;Stempleski & Tomalin, 1990;Voller & Widdows, 1993) (Kim, 2018), 어휘 (Rho, 2018;Ryu, 2019;Seo, 2014), 수업활동 (Im, 2017;Lee, 2019), 교사 수업지도안 (Kim, 2019a(Kim, , 2019bLee & Cho, 2019;Park, 2011;Seo 2018) ...
This study is to investigate the effects of general English class instructional pedagogy through movies on college students’ cognitive and affective satisfaction. For the purposes of the study, conventional pedagogy(language-driven) and film pedagogy(content-driven) were employed with 146 college students enrolled in the Movie English Liberal Arts class at K university in Seoul. To find out the pure causal effects of conventional and film pedagogy on students’ cognitive and affective satisfaction, other confounding co-variants were included in the research model and statistically controlled. The AMOS software was applied to analyze structural relationships based on participants’ questionnaire data. The main research findings are as follows: first, conventional pedagogy and film pedagogy had statistically significant effects on students’ cognitive satisfaction; second, conventional pedagogy and film pedagogy had statistically significant effects on students’ affective satisfaction; third, in both cognitive and affective satisfaction, film pedagogy had larger standardized path coefficients than conventional pedagogy. These results suggest that, first, in terms of its role as an instructional method, Movie English helped students improve not only English knowledge but also confidence. Second, to teach English through movies, film pedagogy integrated with conventional pedagogy is necessary. Finally, pedagogical implications and future studies are discussed.
... In language teaching and learning, video technology was met with immediate interest. During the mid 1980s and the 90s, a significant number of studies dedicated to video use in the language classroom were published (e.g., Brandi, 1996;Lancien, 1986;Lonergan, 1984;Schwerdtfeger, 1989). In the 80s, as soon as the technological evolution made it possible, the possibility of creating video in the classroom was discussed by Willis (1983), among others. ...
Flipped classrooms have become a widespread form of teaching. Yet, there is no consensus on how to define flipped (language) learning. Several authors consider the use of videos that prepares in-class activities as an essential principle.
The article presents a study which examined the actual roles of videos in a corpus of 52 descriptions by L2 teachers of flipped language class settings and using Willis’ 1983 framework.
In the corpus videos played a central role in before-class activities; a large number of videos were used. The roles that videos played in before-class activities in the settings did not all correspond to Willis’ framework; those which did not fit corresponded to direct instruction. The definition of a flipped setting was found to be unclear, as in a quarter of the descriptions the criteria did not apply. Video was not found to be necessarily constitutive for flipped language classes.
... Esta modalidad separa las pistas auditivas y visuales. En primer lugar, al ver sin sonido los estudiantes pueden concentrarse en el ambiente, los gestos, las expresiones faciales, la postura y la acción, con lo cual fortalecen el desarrollo de la competencia kinésica, consistente en una serie de actividades en las que reciben capacitación sobre interpretación de pistas visuales , al igual que la oportunidad de predecir ciertos tipos de lenguaje que van a escuchar más tarde (Lonergan, 1984;Tomalin, 1986). Por el contrario, en el audio sin ver (solo sonido) los estudiantes no pueden ver la pantalla, pero, sí escuchar la pista de sonido; esta actividad también proporciona el enfoque para una actividad comunicativa útil en la que se visualice una escena o un objeto a partir de lo que se dice (Tomalin, 1986). ...
Este espacio ha sido creado para que los docentes conozcan y diseñen diferentes estrategias TIC para el fortalecimiento de los procesos de enseñanza y aprendizaje de cada una de las áreas trabajadas. Los Talleres Presenciales promueven la reflexión activa sobre lo aprendido y desarrollado durante el curso Virtual I enfocándolo en las diferentes áreas, la comprensión de enfoques pedagógicos que se pueden beneficiar del uso de tecnologías, las principales características y ventajas de las tecnologías en la educación, y la aplicación y uso pedagógico de las TIC para llevar a cabo cambios innovadores en las prácticas educativas. A lo largo de la guía de formadores encontrará espacios adecuados para la toma de apuntes que considere necesarios en el desarrollo de las actividades propuestas en los 10 módulos de contextualización pedagógica de las TIC; así como recomendaciones mediante tips y sitios relacionados con las temáticas trabajadas que le permitirán fortalecer lo aprendido en su proceso de formación.
... traditional in-class presentations for developing their oracy skills, including both digital oracy and traditional public speaking skills. 1 Video began to be used as a language learning and teaching tool nearly forty years ago (Lonergan, 1984;Willis, 1983) when most methodologies first encouraged language teachers to incorporate video materials into their language classrooms (Allan, 1985;Cooper, Lavery, & Rinvolucri, 1991). However, video did not achieve a prominent position in the language classroom until the advent of 21st-century information technology (Dal, 2010). ...
This research provides insight into Spanish English for Specific Purposes (ESP) engineering students’ perceptions of the effectiveness of video production for developing their digital oracy skills versus the effectiveness of in-class presentations for developing their public speaking skills. In addition, the authors discuss students’ preferences regarding the two communication modes. Ninety-seven students from Universidad Politécnica de Madrid (Spain) took part in the study. A 12-item quantitative questionnaire using a four-point Likert scale and an open-ended qualitative questionnaire were used. The results showed that students considered self-created videos to be effective tools for developing their oracy skills. However, results were not conclusive for students’ preferences regarding mode of communication. Contrary to our expectations, a considerable number of students did not feel confident in their use of video presentations and felt intimidated by the cameras. This suggests that a greater emphasis should be put on the development of digital communication skills to prepare our students for the new communication reality.
Keywords: Digital oracy, ESP, media environments, oracy, video production
... Since their inception in the 1980s, videos have been recognized as valuable educational tools because of their multiple advantages. Most of the methodologies of that time encouraged teachers to incorporate video materials into their language courses (Allan, 1985;Cooper, Lavery & Rinvolucri, 1991;Lonergan, 1984). Nevertheless, videos did not gain a prominent position until the 21 st century, with a shift from its passive use, aimed at enhancing oral reception skills, to a more effective use focused on the acquisition of oracy skills (Dal, 2010;Domínguez Romero & Bobkina, 2017;Goldstein & Driver, 2015). ...
The use of digital video has gained a prominent position in enhancing not only aural reception but also active production skills in the language classroom. The present paper seeks to share a set of three lessons plans based on the use of educational mini-videos that enhance the development of students' oral skills through an active learning methodology. Though implemented as a part of the ESP undergraduate course for engineering students at the Universidad Politécnica de Madrid (UPM), these lesson plans can be easily adapted to other ESP/EFL/ESL situations. We aim at encouraging language teachers to use innovative ways to integrate educational videos into their teaching practice around the globe. Keywords: educational mini-videos; oral competence; ESP/EFL/ESL; Higher Education
... Since their inception in the 1980s, videos have been recognized as valuable educational tools because of their multiple advantages. Most of the methodologies of that time encouraged teachers to incorporate video materials into their language courses (Allan, 1985;Cooper, Lavery & Rinvolucri, 1991;Lonergan, 1984). Nevertheless, videos did not gain a prominent position until the 21 st century, with a shift from its passive use, aimed at enhancing oral reception skills, to a more effective use focused on the acquisition of oracy skills (Dal, 2010;Domínguez Romero & Bobkina, 2017;Goldstein & Driver, 2015). ...
The use of digital video has gained a prominent position in enhancing not only aural reception but also active production skills in the language classroom. The present paper seeks to share a set of three lessons plans based on the use of educational mini-videos that enhance the development of students' oral skills through an active learning methodology. Though implemented as a part of the ESP undergraduate course for engineering students at the Universidad Politécnica de Madrid (UPM), these lesson plans can be easily adapted to other ESP/EFL/ESL situations. We aim at encouraging language teachers to use innovative ways to integrate educational videos into their teaching practice around the globe.
... As a result, many scholars and researchers identify the importance of using video materials and conduct studies about their use and implementations (Gruba, 2006;Suvorov, 2008;Wetzel, Radtke & Stern, 1994). Lonergan (1984), for example, discusses the development of the use of video from the 1970s up to the point where it became a common tool for language teachers. He states that video has become such a standard tool that many course books include video materials in their overall package. ...
This study was conducted in order to identify the effects of using subtitled animation movies on EFL students’ listening skills and motivation. It was conducted throughout 10 weeks during the 2015-2016 Spring semesters at the School of Foreign Languages of Osmaniye Korkut Ata University. To this end, fifty-one elementary level learners were selected according to random cluster sampling method. These students were divided into two separate groups as experimental (25) and control groups (26). The experimental group was introduced to animation movies, and they got listening strategy training including four basic listening strategies which are ‘note taking, listening for specific information, making inference, and activating background knowledge’. While the experimental group watched and made use of close-captioned animated movies during the research period, the control group went on their usual flow of listening courses. At the same time, the experimental group did pre-watch, while watching and post watch activities as well as listening strategy training for the target strategies both individually and as a group. The data collection instruments of this study consisted of an achievement test, a motivation questionnaire with Likert Scale, a listening strategy awareness questionnaire with Likert Scale, a retrospective interview, and participants’ diaries. The achievement test taken from Big Picture Elementary and Pre-Intermediate Teachers’ Books was used to track possible alterations in participants’ listening proficiency levels. The collected data was analyzed by using SPSS 22 statistical package. An independent Samples T-test and a Paired Samples T-test were used to analyze the data obtained from the pre- and post-tests. To determine the alteration in participants’ motivation level, a motivation questionnaire with Likert scale adapted from Gardner’s ‘Attitude/Motivation Test Battery’ was used in the study both as pre-questionnaire (at the
vii
beginning of the term) and post-questionnaire (at the end of the term). The data was analyzed with the help of SPSS 22 statistical package, and the results were compared by using an Independent Samples T-test and a Paired Samples T-test. In order to find out the variations in participants’ listening strategy recognition and use before and after the study, a strategy awareness scale adapted from Vandergrift’s (2006) Metacognitive Awareness Listening Questionnaire was used in accordance with the objectives of this study. The data was analyzed by using SPSS 22 statistical package, and comparisons of the results were made by the researcher. To perceive participants’ perceptions about the use of ‘subtitled animation movies’ to improve their listening skills and strategies, a retrospective interview was conducted at the end of the study. At the same time, the participants were asked to keep a diary consisting of their feelings about the use of subtitled animation movies to improve their listening skills and strategies. For both interview and diary analysis, two different stages of coding systems as open coding and axial coding were applied and categories were created by using different themes. Finally, percentages and means were compared descriptively by the researcher. The findings of the study indicated that using subtitled animated movies in the classroom improved the motivation and achievement levels of the EFL students at the Preparatory Program of Osmaniye Korkut Ata University.
... The role of videos is essential to interest-driven video creation learning activities. Compared to the use of teacher-directed approaches, the use of videos as instructional tools for teaching and learning can have more cognitive and emotional impacts for students, such as fostering deeper learning (Mitra et al. 2010), improving attitudes toward learning (Shyu 2000;Kinnari-Korpela 2015), generating learning interest (Lonergan 1984;Kearney and Schuck 2005;Khan et al. 2010;Kamariah 2018), building connections with peers (McCombs and Liu 2007;Berk 2009;Tarantino et al. 2013), and fostering creativity (Berk 2009;Nordstrom and Korpelainen 2011). From a teaching viewpoint, instructors have been recording tutorial videos for nearly as long as the format has existed (Guo et al. 2014). ...
The teacher-directed approach characteristic of the traditional classroom normally adopted by mathematics teachers provides few opportunities for students to develop their mathematical problem-solving skills and little encouragement for them to engage in conversation. Furthermore, this approach might not be flexible to students’ individual learning needs and could generate low interest in mathematics among students. To reduce these learning problems, this study proposes a student-centered learning activity called interest-driven video creation, which adopts interest-driven creator (IDC) theory in its design. By viewing cognitive apprenticeship strategies as subcomponent concepts of the creation loop in IDC theory, this study could articulate and enrich the creation loop model of IDC design in mathematics. In an interest-driven video creation activity, students solved mathematics word problems through individual and group creation of tutorial videos. With these videos, students could teach their fellow classmates by discussing mathematics concepts and sharing ideas. The preliminary results reveal significant improvements in mathematics achievement and show that both high- and low-achieving students have positive attitudes and low anxiety regarding the activity and perceive both mathematics and the learning activity to be highly useful. In addition, the students’ perceptions of the benefits of the activity for learning are positive overall. Students also agree that they enjoy and engage in the video creation activity and that the activity helps them to learn mathematics better and improves their communication skills, teamwork skills, and filmmaking techniques.
... The video as instructional media can assist both teacher and students to reach the purpose of teaching and learning process (Akkoyunlu, 2005). In teacher's side, video can help the teacher to provide media to attract students' motivation to participate fully in the activities (Lonergan, 1984;Tomalin & Stempleski, 1990). While in student's side, video can give students more models of presentation performance to lead them to practice better (Sauve, 1993;Burns, 2000). ...
... Appropriate, creative exploitation of these movies can reveal their potentials in fostering the acquisition of listening skills (Eken, 2003); therefore, their use as instructional materials in listening lessons should be encouraged due to at least four pedagogical values. The first benefit relates to motivation: films about issues that draw the learners' interest can positively affect their motivation to learn (Stempleski, 1992;Allan, 1985;Lonergan, 1984). While they are absorbed to the films they are watching, they can learn language components there such as grammar, vocabulary, pronunciation. ...
Kusumarasdyati.(2006). Subtitled Movie DVDs in Foreign Language Classes. Paper presented at the The Australian Association for Research in Education (AARE) Conference 2006, Adelaide.
The use of movie videos as a teaching tool is not new in the field of foreign language (FL) teaching and learning. Generally teachers play such videos without subtitles and have learners view them while attempting to comprehend the conversations spoken in the target language there. However, it is also possible to present movie videos with subtitles in the native language. This paper describes how the English movies in a DVD format are used in FL listening classes in Indonesian context. These movie DVDs contain a feature in the form of subtitles in Indonesian language, which is the learners' mother tongue, and this feature is activated while the movies are being played. Some motivating learning activities are suggested for the previewing , while-viewing, and post-viewing stages of the lesson. This technique of using subtitled movie DVDs has received favourable feedback from the learners, and therefore could be considered effective in assisting them to learn English as an FL.
... Among many different types of media, movie videos remain one of the popular teaching tools due to several reasons. The most obvious one is their capability to arouse the learners' interest and motivation (Stempleski, 1992;Allan, 1985;Lonergan, 1984). In addition, the presence of extralinguistic features such as facial expressions and gestures may reinforce their comprehension of the conversations (Allan, 1985;Sheerin, 1982), which are conducted in authentic language. ...
Learning a foreign language entails learning the culture where it is spoken. Although some educators consider culture as a peripheral element in language teaching, evidence shows that language is hardly culture-free. Therefore, it is essential that culture be embedded in foreign language teaching. This paper attempts to suggest a technique of utilizing movie videos in classes of English as a foreign language (EFL) in Indonesia to improve the learners' aural perception skills and promote cross-cultural understanding. This technique engage the learners into some motivating activities that enable them not only to comprehend English expressions, but also contrast their native (Indonesian) culture and the target culture in which English is spoken as a mother tongue. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sensitizing them to the target culture, which is an inseparable aspect of language learning.
... On the one hand, the increased availability of films with the development of multimedia technology makes the integration feasible; on the other hand, this integration is carried forward by students who are motivated to learn more through films. Students seek to understand socio-cultural reality through language study; films do an excellent job of portraying real-life situations full of linguistic and paralinguistic elements (Lonergan, 1984;Stempleski & Tomalin, 1990;Wood, 1995). The distinguishing feature of films vs. other texts is that films visually and aurally present reality. ...
... Given that the video medium as a teaching and learning tool has some distinct advantages over naturalistic observations and textbooks (Alcón-Soler, 2002;Garza, 1996;Grant & Starks, 2001;Koike, 1995;Lonergan, 1984;Martı´nez-Flor, 2007;Rose, 1994;Stempleski & Tomalin, 1990;Swaffar & Vlatten, 1997), and regarding the fact that, to our knowledge, few studies have empirically scrutinized the effectiveness of video prompts on the development of speech acts, it makes sense to bridge the gap by conducting a study on the effectiveness of consciousness-raising video-driven prompts on the development of three speech acts of apology, request, and refusal in a foreign language classroom. ...
Recent research in interlanguage pragmatics (ILP) has substantiated that some aspects of pragmatics are amenable to instruction in the second or foreign language classroom. However, there are still controversies over the most conducive teaching approaches and the required materials. Therefore, this study aims to investigate the relative effectiveness of consciousness-raising video-driven prompts on the comprehension of the three speech acts of apology, request, and refusal on seventy eight (36 male and 42 female) upper-intermediate Persian learners of English who were randomly assigned to four groups (metapragmatic, form-search, role play, and control). The four groups were exposed to 45 video vignettes (15 for each speech act) extracted from different episodes of Flash Forward, Stargate TV Series and Annie Hall Film for nine 60-minute sessions of instruction twice a week. Results of the multiple choice discourse completion test (MDCT) indicated that learners' awareness of apologies, requests and refusals benefit from all three types of instruction, but the results of the Post hoc test of Tukey (HSD) illustrated that the metapragmatic group outperformed the other treatment groups, and that form-search group had a better performance than role-play and control groups.
данная статья поднимает актуальную проблему использования фильмов и видео фрагментов на занятиях по английскому языку в вузе. Целью исследования является составление списка языковых и речевых заданий к фильмам для более эффективного формирования у студентов навыков составления монологического высказывания на изучаемом языке. Для достижения цели необходимо выполнить следующие задачи: классифицировать фильмы по тематике и использованию в них английского языка, описать принципы отбора фильмов для занятий, сформулировать примерные задания к каждому типу фильма. В качестве материала исследования использовались различные виды фильмов на английском языке, а именно учебные и аутентичные, короткометражные и полнометражные. Материал был апробирован на студентах старших курсов, для которых английских язык является второй специальностью. Апробация показала, что студенты лучше концентрируются на сюжете и языковых особенностях фильма, имея перед глазами список конкретных заданий. Также студенты более мотивированы и вовлечены в процесс обучения, имея возможность высказать и доказать свою точку зрения, сформулировав её на изучаемом языке. Предложенные нами задания могут использоваться как во время аудиторных занятий со студентами, углублённо изучающими английский язык, так и в их самостоятельной работе.
this article raises the current problem of using films and video fragments in English classes at a university. The purpose of the study is to compile a list of language and speech tasks for films to more effectively develop students’ skills in composing monologue statements in the target language. To achieve the goal, it is necessary to complete the following tasks: classify films by topic and the use of English in them, describe the principles of selecting films for classes, formulate sample tasks for each type of film. Various types of films in English were used as research material, namely educational and authentic, short and full-length. The material was tested on senior students for whom English is a second major. Testing has shown that students concentrate better on the plot and linguistic features of a film when they have a list of specific tasks in front of them. Also, students are more motivated and involved in the learning process, having the opportunity to express and prove their point of view by formulating it in the target language. The tasks we offer can be used both during classroom lessons with students studying English profoundly, and in their independent work.
This article is the result of a research project conducted during five months with university students from the degree in Primary Education at the University of Malaga. Due to their deficient command over the oral and gestural expressions and looking for the improvement of their communicative competences, several activities were proposed. For example: topic presentations, expositions, role- playing and workshops; in addition to improvisation playing and development of activities related to diverse didactic contexts. Along this research, we create and validate the test used by the students for their self-evaluation. Through it we could know their level of acquisition and improvement of the oral and gestural abilities.
The author introduces the primary focus of the article, which is an exploration of commonly used materials in English as a Foreign Language (EFL) classes, specifically reading texts, films and videos, and computer programs. The article aims to present a comprehensive list of advantages and disadvantages associated with the use of authentic texts and materials in the classroom and the significance of incorporating authentic texts into the classroom setting and highlights that these materials serve multiple functions.
This article discusses the value of using movies and films in the classrooms.
Although different scholars have defined the term, all of them share the fact that authentic
materials have been exposed to real language and are used in their respective communities.
Authentic materials are mostly used for interpersonal communication.
PR media representations and television have undeniably contributed to importantchanges in people's lives through the advancement of technology. The aim of this work is to analyzethe didactic potential of PR media representations, as well as the analysis of the didactic potential oftelevision series on various health topics for students of psychology and medicine. Considering thatthis is a review article in which various previous researches will be presented, the basic method willbe content analysis. We will present objectivist and constructionist theories of knowledge and theprocesses underlying their internalization, but also give examples of good media practice and thehigh didactic potential of various media representations of health phenomena.
The relevance of the topic. One of the urgent problems of modern methods of teaching foreign languages is the organization of teaching students of non-philological majors with the help of games. The relevance of this problem is caused by a number of factors. First of all, the intensification of the learning process poses the task of finding means to support students' interest in the material and to activate their activities that are being studied throughout the lesson. Educational games are an effective means of solving this problem. Secondly, one of the most important problems of teaching a foreign language is learning the oral language, which creates conditions for revealing the communicative function of the language, which enables the learning process to be closer to the conditions of real learning, which increases the motivation to learn a foreign language. The purpose of the research is to develop a set of role-playing exercises for training future economists in foreign language communication based on the strategy of implicit professionalization using a video phonogram. Implicit professionalization – integrated mastering by students of the initial stage of education of commonly used vocabulary and a part of economically marked lexical units (LU) in non-professional spheres of communication. Methodology. Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. Role-plays give students the opportunity to demonstrate how to use English in real life situations and make them focus more on communication than on grammar. Role-play activities can be a lot of fun however a class full of shy students may be reluctant to participate so it is important to know your students. Regardless of what type of role-play you intend to do, it is imperative that students feel comfortable with the necessary structures and vocabulary. Mini-role plays can be done in any lesson as a practice activity. Role-plays can also take an entire lesson especially if students are put in groups instead of in pairs. Role-plays can be used as end of term projects for intermediate and advanced students. Practical meaning. The material for the development of a complex of role-playing exercises based on the content of the video phonogram mainly served as fragments of educational video courses, which is due to the typicality of the communication situations presented in them and the presence of lexical units specially selected for activation and assimilation. The results. Based on the results, it was found that the role play method can improve students' speaking skills, increase self-confidence, collaboration among students, and make the learning atmosphere fun and interesting. Firstly, various reasons for using role-play techniques in the research context have been found. Participants tend to use role-play techniques because it creates a fun and enjoyable learning environment. Another important reason is that learners recognize this method will be less boring than conventional methods. It's a good way to help them reduce stress and pressure during English speaking practice. At the same time, learners enjoy role-playing activities because they can become different characters to communicate in real-life situations. Therefore, this is a great condition for them to practice speaking English more naturally in a foreign language learning environment. Secondly, it gives opportunities for students to express their creativity in the English learning process. Students can be more active and creative to participate in speaking activities in front of the class. This method helps learners to boost their confidence level and overcome their negative feelings in the process of communicating with others. Another advantage of using role-play techniques is to practice essential skills related to learners’ speaking ability such as pronunciation, intonation, and vocabulary. The regular practice of role-playing makes learners fluent in English. It is also a good way to help learners have more motivation to speak English and be able to communicate fluently and naturally. Prospects for further research. We see prospects for further research in the creation of role-playing games based on the content of a video phonogram for teaching foreign language communication to students of other specialties, whose professional vocabulary can be significantly expanded thanks to the use of implicit professionalization at the initial stage of learning.
This chapter attempts to analyze the potential benefits of TikTok as a pedagogical tool to enhance participants’ speaking and listening skills. This qualitative study examines the influence of TikTok as a Mobile Assisted Language Learning (MALL) tool on Greek teenagers at B2 level after watching a number of EFL content videos, which will influence the algorithm of TikTok so that more relevant videos can appear on the ‘for you (fy)’ page of the application. Participants are assessed on their speaking and listening skills prior and after the research period so that the impact of TikTok can be measured. Additionally, questionnaires reveal the overall influence of TikTok on participants’ language acquisition and the attitudes towards the application as a pedagogical tool. The interpretation of the findings presents the general impact of TikTok videos on Greek teenagers and its potential effect on their speaking and listening skills. Participants’ attitudes regarding the study and the use of TikTok as a means of instruction are also explored. Finally certain conclusions and suggestions are made with regard to the use of TikTok in education as a supplementary medium of language acquisition.
In recent years, a great tendency towards the use of technology and its integration into the curriculum has gained a great importance. Particularly, the use of video as an audiovisual material in foreign language teaching classrooms has grown rapidly because of the increasing emphasis on communicative techniques, and it is obvious that the use of video is a great help for foreign language teachers in stimulating and facilitating the target language. Keeping all this in mind, the purpose of this article was to provide the required information for foreign language teachers (FLT) so that they can make use of video efficiently in the classroom. Reasons for video implication in FLT classroom and teacher's role in this process have been revealed along with some practical techniques for video implication.
English is one of languages used all over the world. English is one of languages used all over the world. In this case, English can be used as a second or a foreign language in many contries. In Indonesia, English is considered as a foreign language because it is used only in the classroom and not in daily life. In the class the students have to learn the four language skills. They are listening, speaking, reading, and writing. However, for the EFL students listening comprehension can be difficult to master, especially in listening comprehension. To help the student interest in listening comprehension, this article discuss about the use of video in listening comprehension. There are some criteria to selecting video for media in teaching listening.
Key words: video,EFL student, listening comprehension.
The aim of this research was to know perception of watching English movie on Youtube at the second semester the second semester of English department Islamic University of Kalimantan of the 2018/2019 academic year. The subject of this research is the students of class regular A. The instrument used in the data collection was a questionnaire that consist of two part, the first part to find out the students who ever watched English movie on Youtube and the second part to know students’ perception use of watching English movie on Youtube. The data were analyzed using statistical and shown in tables of frequency.The finding showed that by watching English movie on Youtube English movie has an influenced for those students in improving their English achievement, then help them to learn new vocabulary and could be one of the effective media in learning English Achievement. Keywords : learning english, English movie, Youtube
El objetivo de la enseñanza de las lenguas extranjeras es desarrollar la competencia comunicativa de los aprendientes. El requisito esencial de la comunicación eficaz es la capacidad de interactuar cultural y adecuadamente e interpretar las actitudes pragmáticas del interlocutor. Por esta razón, la tarea principal del profesor de segundas lenguas es desarrollar la competencia intercultural y conciencia sociocultural.
En este trabajo, por un lado, aclaramos los términos como “cultura”, “interculturalidad”, “competencia intercultural”, “competencia de la comunicación intercultural”, proporcionamos métodos y técnicas para desarrollar dicha competencia y, por otro lado, abogamos por el uso del soporte audiovisual para conseguir este objetivo. Presentamos también las reflexiones acerca del uso del material audiovisual en la clase de idiomas, en general, y en el aula de ELE, en particular, las ventajas y desventajas que pueden tener estos recursos, sus pros y contras para desarrollar la competencia intercultural en las aulas uzbekas.
Por último, presentamos una propuesta didáctica diseñada para esta investigación, en la que trabajaremos con la película del director español Alex de la Iglesia: “Perfectos desconocidos”. Evaluaremos el desempeño de nuestros estudiantes uzbekos en el momento de realizar la unidad didáctica y analizaremos los resultados obtenidos.
Facing era of globalization needs people to prepare human resources mainly in the sector of science and technology. To have a good mastery of technology someone requires sufficient knowledge in facing global world needs which is known as a competitive era. In this case,the role of English or other foreign languages is very important in mastering communication technology or even for direct communication using English. English is not only fulfilling academic purposes since the mastery is only focused on the knowledge of the language itself, however it is used as a tool of global communication. This supports the Indonesian government program of Visit Indonesia and Pesona Indonesia for the purpose of developing the prosperity of Indonesian society. As cityzens of Manado, the capital city of North Sulawesi, is supporting the program by giving special attention to the early age of school; Sunday School Children of Tabur Kasih Malalayang teaching them simple and practical English sentences and vocabularies. English Nursary Rhymes including songs were chosen as teaching media. This training was aimed at giving the children simple English sentenses and vocabularies. The training was done in Manado Tabur Kasih Congregation attended by 30 children. Keywords: English training, Sunday School Children
The present paper discusses the precedent phenomenon as a rhetorical device permitting to effectuate
Twitter-communication strategy and tactics.
Key words: intertextuality, precedent phenomenon, strategies and tactics of communication, Twitter
communication.
In this book, you will see how different filmmaking projects have evolved and how concepts in film production were taught. You will see how filmmaking projects follow a certain path: developing ideas, planning, production, editing and distribution. There is no doubt that a large majority of our students are not only watching movies, they have also been involved in videogaming, youtubing, making clips and sharing them with friends and family members. From education to entertainment to revolution, the visual culture is fast growing, resulting in the growth of a visual filter that pushes for an eye-catching world if not a perfect one. In short, new pedagogies need to evolve and shift from teacher focused experience to student
focused experience.
Transition to distance learning in a pandemic and changes of the technological sphere not only entail changes in the system of values of the society, but also have a direct impact on the processes in the educational sphere. The teacher is in a constant mode of "innovative search", associated with changing approaches to the formation of the educational process. The creation of real and imagined situations of communication at a lesson of Russian language with the use of various techniques and methods of works (role-play, discussions, projects, etc.) with the use of video currently is an integral part of the educational process and a real help in the work of the teacher. The purpose of this study is to compile and present experience on the use of role-play games "Tour" and the show "Everything about Russia" in the integration (in the educational field). The games are built on the main topic and the gradual division of the proposed video to enhance the quality of learning and interest in learning the subject, studying natural communication that allows students be more active in the process of development of the Russian language and encourage them to improve their communicative skills, to widen, deepen professional knowledge and enrich their language and cross-cultural stock of knowledge. We found that the use of interactive role-play methods and various ICT (information and communication technologies) tools not only increases the interest in language learning, but also creates an illusion of participation in the real life of the country, the language of which is being studied. This in its turn increases the motivation of students, provides a direct perception and study of Russian culture, connects the lesson with the real world that encourages almost genuine communication.
This empirical research study inquires as to whether teachers of English as a Second Language and teachers of English as a Foreign Language apply the technological tool–YouTube videos–into their English teaching with the same purposes and approaches. This chapter addresses a variety of activities that teachers in two different ESL and EFL contexts utilize to integrate YouTube videos into their English teaching. Ten teachers from a university in the USA (ESL context) and a university in Vietnam (EFL context) were recruited for this study. The results demonstrate similarities and the differences in the use of YouTube videos and how both ESL and EFL students agree with the potential applications of YouTube videos to maintain students' attention and make them feel motivated in the lesson content. Also reported in this chapter is that ESL teachers believe YouTube videos are a great tool for reflection activities and dealing with challenging content issues, whereas EFL teachers mainly use them as a native-speaking modeling in class for doing language drills and grammatical practice.
The aim of this study was to investigate the effect of watching English language animation movies on learning idioms by Iranian EFL intermediate learners. To conduct the study, 40 female learners were randomly divided into an experimental group and a control group at English language Institutes in Sari. The experimental group in instruction period was exposed to idioms by using textbook plus English language animation movies which contained, the researchers' intended idioms but control group just was exposed to textbook. The data were collected through two instruments: the pre-test and the post-test, which were both developed by the researcher. The data obtained from the administration of the pre-test and the post-test were analyzed using SPSS software. The findings were compared to examine the effect of watching English language animation movies on learning idioms by Iranian EFL intermediate learners. The result of this study showed that the implementation of English language animation movies used in the study had a significant effect on learning idioms by Iranian EFL intermediate learners.
Currently, language teachers and learners have various learning device with interactive contents that offer certain advantages over conventional teaching instructions. Therefore, the aim of the study is to investigate the success of a video-enriched teaching and learning environment in molding positive attitudes among students toward the video learning at a selected university in Malaysia. The subjects involved were 20 students from various courses, namely Estate Management, Quantity Surveying and Office Management. The method use to elicit data for analysis was through the students' written products, whereby they were required to write composition by using video and without using video. The analysis of the study was carried out using the percentage in Pretest and Posttest. However, the results showed that writing with video was more effective by using video from the writing composition without using video. The finding of this study proved that video could be used to improve writing skills among the students and viewed the learning environment as supportive of using the video for language learning. Thus, the university should introduce and promote the concepts of video-based learning environments in classroom for language learning.
Good Morning First of all, I would like to invite you to express our grateful feeling to Allah for His blessing so that we are able to attend this international seminar. And I would like to extend the warmest welcome and sincere greetings to all participant attending this occasion. Distinguished Participants On behalf of Faculty of Letters Dr. Soetomo University, I do hope that this international seminar will run well and be able to contribute to the improvement of the teacher’s quality. We all feel and do believe that teachers as the key figures in a class play an important role in shaping the future of generation. Thus, it is my hope that all participants are able to keep these responsibilities enhancing their skills and abilities and they never stop being active and creative in the process of teaching and learning. Ladies and Gentlemen I would like to extend my deepest gratitude to the seminar committee for their outstanding support to the Faculty of Letters to host and to organize this seminar with full commitment and dedication. Distinguished Guests, Ladies, and Gentlemen Finally, I hope every participant will find this forum inspiring to enlighten practitioners for the enhancement of the quality of language teaching. Thank you very much for your attention.
ResearchGate has not been able to resolve any references for this publication.