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Procedia - Social and Behavioral Sciences 232 ( 2016 ) 502 – 506
Available online at www.sciencedirect.com
1877-0428 © 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of GlobELT 2016
doi: 10.1016/j.sbspro.2016.10.068
ScienceDirect
International Conference on Teaching and Learning English as an Additional Language,
GlobELT 2016, 14-17 April 2016, Antalya, Turkey
The Role of Video Materials in EFL Classrooms
Lumturie Bajramia,*, Merita Ismailia
aSouth East European University, Ilindenska n.335, 1200 Tetovo,Macedonia
Abstract
The rapid growth of technology has brought many innovations in education and especially in language teaching. In order to offer
and create successful classes language teachers, especially English language teachers are using different audio-visual tools to
facilitate the teaching process, besides textbooks and other interesting and engaging activities, which ensure student centeredness,
autonomy, interaction and connectivity to a certain theme, and videos such as: movies, songs, power point presentations are widely
used in EFL classrooms. This paper first attempts to explore the goals of using video material in EFL classrooms and the advantages
of using video materials in EFL teaching, on the basis of which proposes a framework of teaching principles, strategies and specific
tips which facilitate EFL teaching. Then will bring theories and practice related to the use of audio- visual tools in language learning
especially in ESP classes at a university level and the reason why videos can be considered as valuable pedagogical tools, to
facilitate the teaching process. The purpose of this study is to investigate the benefits that the language teachers and learners get in
using audio-visual aids in teaching and learning the English language, as well as to show that by using the appropriate video
material the teachers can improve and ensure student- centeredness, have their students interested and engaged in activities, be
more active, motivated and confident in their communicative language competence.
© 2016 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of the organizing committee of GlobELT 2016.
Keywords: Language teaching; video material; EFL classroom; teaching strategies; audio-visual tools
1. Introduction
Video materials nowadays are not only part of everyday life activities, but they are shown as an effective method
in teaching English language as a foreign language for all learners both inside and outside classroom. Ever-changing
* Corresponding author. Tel.: +389 75 222 133; fax: +389 44 356 001.
E-mail address: l.bajrami@seeu.edu.mk
© 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of GlobELT 2016
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technological advancements present new opportunities for instructors to incorporate online materials, videos into
traditional classroom situations, allowing both learning and teaching to become more interesting and meaningful.
A great advantage of the video materials is that they provide original and authentic input as they are produced
originally for native speakers such as films, different TV programs, songs,. Videos can be used in variety of
instructional and teaching settings- in classroom, as a way of presenting content, initiating discussion, for providing
illustration for a certain topic and content, self-study and evaluation situations.
When teachers bring video materials into their English classrooms, students can directly acquire a great amount of
cultural background information and emotional attitudes about the learning materials. Therefore, they could employ
their autonomy in language learning. While viewing the video materials, students can put themselves in the vivid
atmosphere created by the video materials and understand the pragmatics of the language used by the characters.
Compared with traditional English teaching, such courses truly put into practice the student-centered teaching
strategies.
Video materials and films greatly contribute to understanding of another culture and mentality. Video materials
show the students how people behave in the culture whose language they are learning by bringing into the classroom
various communicative situations. Watching videos in class should not just be a passive activity. The tasks in which
the teacher should involve the students should include the four skills: reading, writing, speaking and listening.
Li and Hart (1996) advance the Internet, with its multimedia capabilities and interactive functions, as an attractive
medium to conduct instruction, while Meloni (1998) cites increased student motivation, authentic language, and global
awareness as reasons for its use in language learning.
According to Paulsen (2001), the effective use of online materials may provide positive spin-offs for learners much
the same as if they were immersed in the language and culture while studying abroad. Two important reasons cited
for such positive performance are authenticity and motivation. She proposes that, “It is no longer a question of whether
to take advantage of these electronic technologies in foreign language instruction, but of how to harness them and
guide our students in their use (p 10-14)” Chuo and Kung (2002) report positive results using a variety of EFL/ESL
websites with supplementary material with college students. Furthermore, Beatty (2003) presents a clear overview of
the increasingly important role of computers in language learning and points out how computer-assisted language
learning (CALL) is continually evolving with the advent of new technologies. Taking advantage of the latest
technologies, Campbell (2004 & 2007) describes how web logs and Flickr (photo sharing) may be used to enhance
the learning potential in EFL classrooms.
2. Theoretical background
This paper looks at the concepts of authenticity and student motivation and how they may possibly be incorporated
and enhanced by using video materials as supplementary material in an EFL classroom.
Sherman (2003) presents a convincing argument for incorporating authentic video material into language
classrooms. She provides a variety of practical classroom activities showing how to use video to bring real world
language and culture into the classroom in contemporary, engaging and productive ways. There are lot of
documentaries, educational films, interviews and sites containing a large body of material created and posted by people
all over the world to communicate their ideas and beliefs, and allow for interaction with others through the
commenting feature. Thus, YouTube has the potential to connect learners with authentic English input through what
is quite possibly already a part of their life experience.
Videos of all kinds, as mentioned, are one readily available source of authentic pop culture material. Encouraging
students to interact in an educational capacity with popular culture through English language video clips may act as a
motivating factor for students wishing to further develop their language skills as they endeavor to gain a deeper
understanding of content they willingly access online. Moreover, it is also available for students to engage in outside
of class in some form of student-centered, self-directed learning.
According to W. Rivers, many media and many styles of visual presentation are useful for the language learner.
That is to say “all audiovisual materials have positive contributions to language learning as long as they are used at
the right time, in the right place. In language learning and teaching process, learners use their eyes as well as their
ears; but their eyes are basic in (p.330-340)”
504 Lumturie Bajrami and Merita Ismaili / Procedia - Social and Behavioral Sciences 232 ( 2016 ) 502 – 506
Besides more typical exercises around vocabulary and grammar usage, students may be asked to write, present, or
debate in English on topics, plot details, or even characters. Two minutes of presenting video material being that a
news release or an ad, can provide an hour of classroom work, or it can be used to introduce a range of activities and
exercises.
We know that deficiencies in vocabulary can make even a simple task very difficult for students. Another important
factor for teachers that makes video materials more interesting and enjoyable is that they help to promote
comprehension. Video makes the meaning clearer by illustrating everything in a way that is not possible with words,
which proves the well-known saying “a picture is worth thousand words”.
According to Tomalin’s (1981) research, language teachers like video because it motivates learners, brings the
real world into the classroom, contextualizes language naturally and enables learners to experience authentic language.
Students like it because video presentations are interesting, challenging, and stimulating to watch”(p.12).
Stempleski (1987 p.12-14) states, “a rich and exciting source of video software for EFL/ESL classes is authentic
material.” Authentic video material, especially that which represents what goes on in a non ELT environment,
designed for its entertaining value rather than language teaching is a rich and exciting source of video software for
instruction in English as a second language (ESL) classroom.
Using the appropriate video materials in many situations, in teaching a language lesson is aimed at helping EFL
learners get oriented both in language use and some cross-cultural interactions with native speakers of English.
Besides, the lesson and the accompanying activities are intended to improve EFL learners’ communicative language
skills (i.e., listening, speaking, reading, and writing). By using the videotaped segments, the main focus is on
developing the learners’ fluency in the process of language acquisition in a natural ongoing day-to-day interaction
with native speakers.
Usually the teachers should be focused on the language, content, and production so as to meet the objectives of the
learning process. For example, some certain situations require a material where the medium is “transferable to real
life situations, which students are likely to come across” (Stempleki, 1987 p. 12-14).
3. The Goals of Teaching English with Video Materials
The effects of teaching English with video materials on students are in many cases not well matched with the efforts
that teachers and students have made because teachers do not have clear goals in mind in classroom activities. It is
necessary for language teachers to keep clear goals in mind in the classroom when they use video materials because
they must prepare their teaching plans and implement them in reality in order to achieve their goals. Generally
speaking, language teachers could set up three goals for their teaching with video materials. The first and fundamental
goal is to facilitate the development of EFL learners’ language skills and in particular their listening and speaking
skills. Video materials provide visual aids for the listening materials that EFL learners are exposed to. When they are
practicing their listening skills, learners often find it difficult to hold their attention long enough once they are exposed
to long conversations or passages without visual aids. Videos can provide much more information for listeners and
can keep them attention focused on the aural material. On the other hand, authentic video materials can create more
realistic language learning environment and stimulate EFL learners’ interest in English learning and enhance their
comprehensive linguistic competence. Language learning theories state that the process of language learning includes
three key parts: language input (reading and listening), assimilation (internal processing and memorization) and
language output (speaking, writing and translation).
4. The Advantages of Video Materials in English Teaching
The use of video materials has plenty of advantages such as stimulating student’s autonomy and proactivity. When
teachers bring video materials into their English classrooms, students can directly acquire a great amount of cultural
background information and emotional attitudes about the learning materials. Therefore, they could employ their
autonomy in language learning. While viewing the video materials, students can put themselves in the vivid
atmosphere created by the video materials and understand the pragmatics of the language used by the characters.
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Lumturie Bajrami and Merita Ismaili / Procedia - Social and Behavioral Sciences 232 ( 2016 ) 502 – 506
Compared with traditional English teaching, such courses truly put into practice the student-centered teaching
strategies.
Video also can be more motivating than other forms of authentic material. Christopher and Ho (1996, pp. 86)
provide another reason why this is so; it can be entertaining. Music and setting elements can make for an enjoyable
experience by learners. Video movies provide topics and ideas for learners to discuss.
In order to choose video material for the classroom, topics must be chosen based on students’ interest and their
level of English proficiency, as well as cultural aspects. In addition, Nunan (2003) stated that the design of listening
cycles is an important consideration, which involves selecting the content of the video or audio recording and dividing
it into sections for presenting in stages to learners. Instructors can design cycles of activities in which learners can
participate. The instructor should also be a reflective observer in order not to distract the learners’ attention from the
video. Therefore, it would be very beneficial for instructors to select video materials that are conducive to language
learning. Learners are more motivated to cope with the instruction when given the opportunity to study with the use
of video materials.
The advantages of using video in the EFL classroom are many and obvious. Authors point out high motivation and
an enjoyable learning environment.
Thanajaro (2000) conducted a study concerning the use of authentic materials to develop listening comprehension
in the English as a Second Language (ESL) classroom through analysis of the class observation and interviews with
students. The results revealed that the use of authentic materials in ESL classrooms provided a positive effect on ESL
student’s motivation to learn the language.
Maneekul (2002) conducted a study on using authentic material and tasks to enhance listening skill for
undergraduate students majoring in English. The results revealed that students’ listening skill increased to a higher
level when using authentic materials and tasks after watching native speakers’ video programs.
Videos increase oral comprehension, stimulate student interaction and communication with other classmates,
promote cross cultural awareness and are adaptable for use with students at any English language proficiency level
(Rice 1993).
Tomalin (1992) assumes that” video communicates meaning better than any other media” .The usefulness of this
technology is almost universally recognized many proponents of using video for EFL teaching maintain that it can be
successfully used for teaching culture and agree that videos stimulate students to acquire the target culture as well as
language. According to Tomalin (1992) the concept of culture has given rise to a lot of debate in the literature out of
many definitions symbolic cognitive behaviorist functionalist psychological sociological anthropological the two
latter ones are of paramount importance to an EFL teacher.
5. Conclusion
This article looks at using videos as supplementary material in an EFL setting. It is hypothesized that video material
can be used as authentic material input and as a motivational tool. In general, students find the experience of using
video material to be interesting, relevant, beneficial and somewhat motivating in class. As a result, it may be suggested
that both teachers and students can be involved in creative ways to incorporate different video materials in a variety
of classroom activities to enhance learning outcomes and provide a positive classroom environment. However, using
videos in class to motivate students to use websites as a medium to study English outside of class and develop some
degree of learner autonomy remains less clear. While teacher guidance is recommended, it is important to allow
students freedom to explore on their own and take the first steps toward a journey of learning English through videos.
Video can help in promoting the language learners’ listening comprehension also. The structure of language is in
the form of ungrammatical features that are not similar to the written language, which can enhance learners’
comprehension as well as entertaining them. The connection between the classroom and real world encourage students
to understand the relationship between learning and practicing. Video is widely accepted as more powerful and more
comprehensible than other media for second and foreign language students.
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