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199
the
jaltcalljournal
ISSN 1832-4215
Vol. 13, No.3 Pages 199–209
©2017 JALT CALL SIG
Forum
Learning through
watching:
Streaming video
in L2 English
Michelangelo Magasic
Curtin University
angelomagasic@gmail.com
is study considers the practicality of stream-
ing 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) moti-
vational appeal. Next, the study supplies cri-
tiques of video as a learning tool which are
critically interpreted in light of the affordances
of streaming video’s digital format. rough
a brief chronology of the use of video tech-
nologies 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
l
2 education, benefits and problems
are explained and the Movieclips.com website
(www.movieclips.com) is outlined as an exam-
ple of a streaming video platform that may be
utilised within l2 English teaching.
Keywords: streaming video; video; ;
; ;
1. Introduction
e technology of streaming video has
attracted scholarly attention as a useful
tool for 2 learning following its develop-
ment over the last decade (Brooks, 2011;
Duffy, 2007; Hamilton, 2010; Keddie, 2014;
Muniandy & Veloo, 2011; Oddone, 2011;
Wong et al., 2007; Watkins & Wilkins, 2011).
Indeed, streaming video provides significant
benefits given that it reduces the amount
of equipment required to bring video into
the classroom and grants a range of new
options for how video can be accessed
such as through personal devices or clips
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e Journal 2017: Forum
embedded in Learning Management Systems (
). is study explains the affordances
of streaming video and provides suggestions for using this technology in the classroom.
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,
e outstanding feature of video films is their ability to present complete communicative
situations…e speakers in dialogues can be seen and heard; other participants in the
situation can be seen. e 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. Further, paralinguistic information,
such as facial expressions or hand gestures, is available to accompany aural clues of
information. (p.4)
As streaming video has only recently evolved as the latest iteration of audio-visual media,
this paper seeks to consider its practicality for classroom use, particular in regards to its
distinctiveness from earlier technologies. e impetus behind the researcher’s interest in
using streaming video as a classroom tool comes from personal experience using this
method for language study, in combination with what the researcher feels is video’s some-
what marginalised position as a learning tool. e teaching strategies outlined within this
study draw upon the researcher’s experience as an English instructor at several universi-
ties within Japan.
2. A review of video in L2 language education
ere is a substantial body of work examining the use of video with
2 language educa-
tion. Having made an extensive review of extant literature, this study concludes that most
sources reflect positively on video’s performance as a learning tool. Four main benefits to
language learners are identified within the literature, these are: (1) authentic language; (2)
verbal language features; (3) paralinguistic features, and; (4) motivational appeal. Despite
these benefits, however, sources do also voice the opinion that the extra equipment neces-
sary to implement video hampers its classroom potential. From here, this study will move
on to discuss positive and negative perspectives in detail.
2.1 Authentic language
Videos (especially feature films) aim to provide believable stories to their audience and
can thus be seen to demonstrate colloquial language in use (Bal-Gezina, 2014; King, 2002;
Hwang & Huang, 2011; Ismaili, 2013). Carter and Miyauchi (2005) note that, “while settings
may vary from the everyday to the exotic, scripts are always a reflection of how professional
writers believe natural dialogue takes place.” (p.30). is focus on realism is advantageous
to students as videos demonstrate the authentic language which is actually used in English
conversations as opposed to the oftentimes “sanitised” (Watkins & Wilkins, 2011, p.117) or
“artificial” (Miura, 2003, p.43) language of language learning materials. Moreover, video
provides a vivid display of the cultural norms implicit in conversation (Brown, 2010; Koike
et al., 2001, Qiang et al., 2007). Moving images help to flesh out the different registers
that accompany different social situations; things like the different tone and vocabulary
that are involved in a conversation with a friend as opposed to those used with a figure of
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Magasic: Learning through watching: Streaming video in L2 English
authority such as a teacher or police officer. In this way video is a beneficial resource for
teaching pragmatic language features like greetings, ice-breakers and slang (Boku, 2008;
Ittzes Abrams, 2014).
2.2 Verbal language features
As the variety of content portrayed in video is virtually unlimited, so too the variety of dif-
ferent characters featured. Video showcases the cornucopia of English accents employed by
different national, regional and cultural groups (Carter & Miyauchi, 2005; Hamilton, 2010;
Whatley, 2012; aler, 2013). Watkins and Wilkins (2011) state “YouTube is an ideal vehicle
to teach World Englishes and expose students to a variety of English dialects” (p.117). is
exposure helps students prepare for conversations with different interlocutors. By combin-
ing visual and audio stimuli, video also helps to highlight the different prosodic features
of the English language such as changes in stress or tone for emphasis (Seferoğlu, 2008;
Suzuki & Ochi, 2006).
2.3 Paralinguistic features
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). ese lan-
guage features are not present within paper and audio-only materials, however, they are
an important part of communication processes. Witnessing these non-verbal actions helps
learners understand the bodily movements employed in English communication and also
supplies clues about what is happening on screen.
2.4 Motivational appeal
e most universally commented upon feature of video within the academic literature
surveyed is its motivational benefits as a classroom resource (Amino, 2007; Brook, 2011;
Hamilton, 2010; Flick, 2011; Rammal, 2006; Tuncay, 2014; Wong et al., 2007; Xiaoqiong &
Xianxing, 2008). Miura (2003) has related that students, “enjoy the story itself and listen
intently to the language in order to achieve tasks” (p.46). While Koike et al. (2001) explained
how, “Videos help connect classroom content to students’ lives, giving textbooks real-life
meaning and leaving students motivated to communicate in English” (pp.25–26). Finally,
Oddone (2011) has stated “Videos have a compelling power in the language classroom,
especially when the classroom activities are concentrated on short sequences” (p.105). e
motivational benefit of video can perhaps be explained in the way the combination of audio
and visual elements create a powerful sensory connection (Berk, 2009; Stern, 1968), thus
stimulating students’ emotions and attention.
2.5 Critical perspectives on video
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
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to paper books and audio resources, video holds a somewhat marginalised place within
the language classroom. One likely reason why video has not received more regular use is
because it has traditionally required a significant amount of equipment such as a television,
/ player and cables, which are not commonly stored within the classroom. Massi
and Marino (1996) explain that “the use of films in foreign language teaching has been
down-played because teachers felt they were time-consuming and too difficult to tackle.”
Indeed, chapters given simply to the setup of television and equipment within litera-
ture on video in 2 education attest to the trials involved in this activity (Lonergan, 1984).
is lengthy set-up period might in turn be seen to contribute to a critique of passivity
attached to video watching in class. After all, if the teacher had spent 15 minutes in locating
a video, obtaining the television, player, remote controllers, and cables, and finally, plugging
everything in and cueing it up – it wouldn’t be worth watching for only 5 to 10 minutes.
e resultant protracted viewing times would likely be overwhelming to students as they
struggled to keep up with a constant flow of material, with the end result being passive
viewing. us, this paper argues that at least some of the critiques of video can be attrib-
uted to the characteristics of physical video technologies. In light of the shift to an online
digital format, video deserves renewed attention as a classroom tool owing to the particular
affordances of streaming video. From here, this study provides a short chronology of video
use in 2 education in order to situate streaming video in relation to earlier technologies.
3. A chronology of video use within L2 education
Given the availability of literature from the 60s and early 70s outlining how video might
be used in language learning classrooms (Morley & Lawrence, 1971; Stern, 1968), it can be
stated that video has enjoyed more than 50 years of use as a language learning tool (aler,
2013). e widespread discussion on the use of video technologies within the classroom
begins within the era. was the first video technology designed for home use and
thus made it convenient to bring video into the classroom. However, as previously discussed,
did require a sizeable investment of time on the part teachers to locate all the required
pieces of equipment, move these into the classroom and then cue up the feature for watch-
ing. tapes themselves were also fairly fragile and the sound and audio quality were
liable to degrade or stop working completely after extended periods of use. Moreover, the
tapes had to be laboriously rewound after watching, and placed back within the proper
location from the video library from which they came.
In the mid to late 90s the next iteration of video technology, the digital video disc (
),
arrived on the block. s amounted to a significant improvement over with physi-
cally smaller equipment that allowed for more control over how a movie was viewed (King,
2002, Seferoğlu, 2008). e most significant affordances proffered by s were the addi-
tion of scene selection, by which viewers could easily skip to the desired part of a movie
through the main menu, and, the inclusion of different audio and subtitle tracks. is
second affordance has considerable practical application within the language classroom by
allowing various combinations of audio and subtitle languages during viewing.
While s made it easier to show videos in class, they still relied upon a physical for-
mat and the constrictions of this, i.e. the necessity of possessing a hard copy of the material,
the need for a and other equipment, and the need for viewers to be in the same place at
the same time. From the mid 2000s video sharing websites were up and running and inter-
net speeds increasing fast enough to make watching in the classroom a reality. Streaming
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video offers change: it is very lightweight requiring only a device and internet connection,
and because online video content is composed of data it can be distributed more efficiently
than physical forms. As devices have gotten smaller and moved into our pockets, video can
increasingly be accessed anywhere, anytime.
Some of the video streaming websites which have gained prominence include
YouTube (www.youtube.com) and Vimeo (www.vimeo.com) (Flick, 2011; Hamilton, 2010;
Muniandy & Veloo, 2011). In addition to these amateur-focused platforms are a variety
of professional video streaming websites (differing from the former in that the user
can’t upload content) such as Netflix (www.netflix.com) and Hulu (www.hulu.com).
Collectively, the websites discussed in this paragraph contain billions of different videos
representing every part of the entertainment spectrum from home-made to big budget,
free to pay-per-view and from seconds long to hours in duration.
4. Benefits and problems of streaming video
Streaming video can be seen to have several key advantages for use in the classroom. ese
are: searchability, serviceability and shareability. is section will explain these benefits and
why they are important to teachers before covering some of the technological problems
that have been encountered using streaming video in class.
4.1 Searchability
While physical videos had to be located by hand, online streaming video has the advan-
tage of being retrievable via keywords. is means that the teachers may locate material
by entering the title or other appropriate information into a search engine. is search
can be performed from the teacher’s desk, and, once a suitable clip has been found, it is
likely the case that all the teacher has to do is hit play. Moreover, if teachers do not have
any particular material in mind, they are able to explore video libraries using search terms.
e better an online video library catalogues its clips, the more power teachers have to find
relevant material.
4.2 Serviceability
Previously most of the equipment required for video viewing (such as s and video play-
ers) were extraneous to the classroom. However, as descriptions of Japanese classrooms
by Hamilton (2010) and Shawbank and Terhune (2002) highlight, computer compatible
equipment is increasingly inbuilt into classroom layouts. Streaming video is also much
easier to control than previous iterations of video technology as viewers may skip ahead
or backwards intuitively and precisely by clicking the required place on a video timeline.
After becoming a member of video hosting websites like YouTube, teachers are able to cre-
ate playlists of different clips. Online applications such as -Ed and Google Forms may
be used to create supplementary activities to accompany video material. Together, these
affordances mean that streaming video is more convenient to use and can be deployed more
flexibly than previous video technologies.
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4.3 Shareability
e replicability of digital material means that it can be easily shared between different
online platforms and physical devices. While the use of video materials in the analogue
era largely relied on a single copy of material that was shown to students by the teacher,
students are now able to access content on their own and do not necessarily have to watch
at the same time and place as each other or the teacher. is opens up vast possibilities
for the use of video as a supplementary material, such as the preview and review of lesson
topics outside of class time; and the application of video into project-based and learner-
centered tasks (Shawbank & Terhune, 2002). Moreover, by using their own device to view
material, students are able to watch at their own pace, rewinding and repeating as neces-
sary (Canning-Wilson, 2000).
4.4 Problems encountered using streaming video
One of the difficulties entailed in using streaming video in the classroom is the presence
of video advertisements which break the mood in the classroom. Another issue is that of
region specificity in which certain clips (or even whole websites) are not licensed, or are
banned, from being played in certain countries. e most significant challenge encountered
by the researcher is, however, the time-consuming nature of internet searches (Hamilton,
2010). As previously noted, there is an incredible amount of video content on the Internet.
A significant percentage of online video content is not suitable for a language learning
classroom for a variety of reasons including inappropriate content, poor recording quality
and the difficulty of the language featured. Teachers necessarily have to preview all mate-
rial before showing it to the class (Wong et al., 2007), and under these conditions finding
appropriate material can be a time-consuming exercise. us, the researcher recommends
that when searching a large site such as YouTube, teachers should find particular users or
channels whose clips are consistently of the standard needed for the classroom in order to
minimise the amount of time spent trawling through unsuitable content. Some examples
include ’s YouTube channel, the Talks series, and, the Movieclips.com website
(www.movieclips.com) which will be explained further in the next section.
5. Movieclips.com
Movieclips.com is a free, legal and easy to use website that features more than 50,000 clips
from popular Hollywood movies. Most of the movies featured have around 10 different
scenes with the clip length typically varying from 1 to 3 minutes. ese clips have been
made freely available via arrangement with 6 of the 7 major Hollywood studios and the
website operates by providing these short bites alongside links through which full length
content can be rented or purchased (Wilkerson, 2009). e creators of Movieclips.com
have extensively catalogued the website’s content into categories as typical as genre and
director all the way through to things like prop, theme or costume-designer in order to
facilitate searches (Warren, 2010). While the Movieclips.com address is the homepage of
this website, it is worth noting that almost all Movieclips.com content is also hosted on
YouTube. is second option is indeed the researcher’s preferred platform for viewing this
material given the ease of use offered by the YouTube player, the option of subtitles which
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is only available from YouTube, and the simplicity with which YouTube content can be
embedded within .
From here, the researcher would like to elucidate the three main benefits that Movieclips.
com provides for classroom use.
5.1 Catalogued
e Movieclips.com database has been catalogued extensively in order to facilitate the user’s
search for their favourite clips. is navigability is also a useful resource for teachers as it
enables them to find audio-visual content which matches the themes and discussion points
within their lessons. Teachers may use the search function to find clips that are related
thematically to a word or grammar point, or to search for particular words or phrases
within movie dialogue. is search function means teachers have more efficacy to locate
and retrieve relevant material for supporting the specific points and explanations they are
making in class (Jones & Cuthrell, 2011).
5.2 Professional
All content on Movieclips.com is professional movie studio content. is means that pro-
duction quality is high and the delivery is suited to a learner audience. Moreover, students
are often familiar with the movies and actors which are featured on the website. e vast
majority of clips are available in High Definition and a minority of the clips have subtitles
providing another means for intelligibility. Written summaries of the movie or clip are also
available, providing a convenient source of information that can be used in pre-viewing
activities.
5.3 Short
All content featured on Movieclips.com is short, typically between one and three minutes
in length. e short length of content is advantageous as it means that students can more
easily digest what is happening as compared to a larger flow of action (Amino, 2007;
Canning-Wilson, 2000). With short clips viewers have a manageable amount of information
to contend with, avoiding the confusion or boredom that can easily accompany “a dense
input of 2 material” (Ryan, 1998). Numerous bites of video may be watched sequentially
and viewing can be made more active through the use of worksheets which accompany
video content.
6. How to use streaming video in the classroom
In a previous study, the researcher outlined two specific strategies for the use of streaming
video in the classroom (Magasic, 2015). e first was that clips can be watched along with
multiple choice questions in order to promote general vocabulary building. e second
that Movieclips.com’s search function can be utilised in order to find specific clips to help
explain particular grammar or vocabulary points. Rather than reiterate these techniques
this study will discuss general strategies for using streaming video in the classroom, includ-
ing how to find and screen appropriate clips, produce supplementary materials and manage
the classroom during watching.
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Movieclips.com content is available both on its proprietary site and also via the YouTube
platform. It is preferable to access Movieclips.com content via YouTube as the YouTube
media player gives users greater control over how the clip is shown including access to
subtitles on limited clips. However, it is easier to search for material on the Movieclips.
com site itself because this website only has feature films as opposed to YouTube which
hosts many kinds of video content. us, teachers should search for desired content on
the Movieclips.com site using keywords, or by exploring the ready-made playlists such
as “Classic Movie Moments” or “Greatest Chase Scenes”, and, after, access these scenes on
YouTube. e researcher’s experience has shown that teen or family movies are the best
received as the language is relatively simple and the story and humour are enjoyable (Berk,
2009; King, 2002). Anything students are familiar with is likely to be successful and simi-
larly less-familiar material may be less well received. Naturally, it is recommended that
teachers choose something that will not offend or alienate anybody in the class.
In regards to screening videos, the researcher generally uses projection equipment. is
involves connecting his with projection equipment via a cable and also inserting
the audio jack. Projection equipment generally consists of a projector, screen and speakers
which can be manipulated either by remote or via a central console. Alternatively, with a
small group, content may be watched straight from the screen of a laptop. Another fruit-
ful approach to watching is to direct the students to video content via a link embedded in
a , or via search terms written on the board, and then have students watch content
themselves using their personal devices (such as smartphones, tablets or laptops). In this
last approach, students have the added benefit of working autonomously and thus may
feel more comfortable to revisit the videos at home.
Once students are watching, the use of supplementary material can help students under-
stand video content and remember new vocabulary (Xiaoqiong & Xianxing, 2008). e
supplementary material which the researcher produces is composed of simple multiple
choice questions that the students complete while watching, and some short answer ques-
tions through which to reflect on the events which transpired within the clip. is material
may also include a short description of the content being shown or its main characters.
Alternatively, this information may also be provided orally or by screening a trailer.
When the video is being shown it is important that it is buffered properly and that the
quality is sufficient for students to enjoy. If internet connection speeds are low then teachers
may want to load material in advance while doing a separate activity. If the video is to be
shown on a projector, lights will need to be dimmed in order to watch the movie, however,
it is important to provide enough light so that students can complete activities comfort-
ably. Similarly, sound needs to be high enough so that students can hear, however, not so
high that it disturbs nearby classrooms. It is the teacher’s responsibility to skip through
advertisements that may appear and to cycle between different clips as needed. Creating a
playlist of the different clips to be shown in class can help facilitate this.
7. Discussion
While this study has painted a positive picture of the potential of streaming video, it is
important to recognise that it was written in one of the most highly technologized coun-
tries in the world and for this reason the technological and classroom situations discussed
are far from universal. Indeed, even in the ideal location, streaming video is still a devel-
oping technology and its affordances are not always so easily implemented in real life as
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they are on paper. While streaming video allows convenient in-video control by which the
user may skip ahead at the click of a button (something that might have taken several
minutes on a
), issues like buffering, connection drop-out and software crashes are
all still an ever-present part of working online and have the potential to disrupt even the
best prepared lessons.
is study has sought both to highlight the utility of streaming video and to expose
its problems. e former in the hope that more teachers will begin experimenting
with ways to use streaming video and later in the hope that these might be rectified by
content hosts or new entities which enter into this sector. Watching a movie provides a
refreshing break from textbook based work (King, 2002), furthermore, as students do
generally like watching, they will hopefully be motivated to watch autonomously as they
build up a familiarity with the medium. However, video watching should not be viewed
as an end in itself. While topical clips can connect deeply and motivate students, con-
versely, a poor choice of movie or poorly managed classroom environment can produce
the opposite result. It is thus of no surprise to learn that much of the material describing
video use, including this study, stress the vital role that teachers play in preparing stu-
dents to receive the video (Berk, 2009; Canning-Wilson, 2000, Seferoğlu, 2008).
8. Conclusion
Given the aforementioned four benefits to video within previous studies (authentic lan
-
guage, paralinguistic language features, verbal features, and motivational appeal), it would
not be amiss to argue that video has been underutilized within the language classroom.
Streaming video’s digital format provides a revolution in control and access and offers
the potential to overcome many of the traditional challenges that have been encountered
when using video in the language classroom. e advantages of streaming video can be
summed up within the three ‘s’ terms: shareability, searchability and serviceability. In its
wealth of free, legal, easily navigable and professional quality content, the Movieclips.com
video streaming website represents a valuable resource for the
2 English classroom. It
is, however, important to remember the teacher’s role in sourcing, introducing, screening
and explaining the displayed video material in order to maximize its educational benefit.
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