The Use of Video Broadcast in Teaching Listening-Speaking (original) (raw)

The Implementation of Video in Teaching Listening

Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 2018

According to Meyer (2002) in Muniandy and Veloo (2011:173; cited in Tugiwati, 2014) defines video as a kind of multimedia material consisting of verbal and non-verbal presentations displaying simultaneous images, narration and on screen text. Video is an electronic device that produces live images with a sounds. The major goals of this study were to investigate the implementing of video in teaching listening, the object of this study is the second grade students in senior high school. This study employed a classroom action research. Classroom action research on this study was conducted in two cycles. There are four steps in each cycle; planning, action, observation, and reflections. The data of this study were analyzed by using mix method, both of quantitative and qualitative. For quantitative method, the researcher used test to collect the data. While for qualitative method, it was analyzed by using questionnaire and observation. The test is used by the researcher to measure stude...

Technology-Based Media Used in Teaching Listening Skills

EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS

This paper shows the effectiveness of technology-based media designed for listening skills. The effectiveness of different technology-based media is gaining importance to students and teachers. They are the main subjects in this paper because the problem that arises at school where learning English as their second language addresses the decreased potential for the succession of learning. This study mentioned the difficulties in English as they struggle to reach success learning even there are other materials to use, like media belonging to not technology-based. That is why technology-based media was introduced to students and teachers. The researchers on different studies have taken by the chosen media recognized the ability to listen for the learning of students and the teaching of teachers in their language learning. Listening could increase the potential of learning English by hearing it through devices played by technology. The paper highlights five media for listening skills th...

USING LISTENING MEDIA APP FOR TEACHING LISTENING

Call Final Test, 2019

Listening skills development is an irreplaceable element of foreign language education, and the use of technology could enhance the process of teaching listening. The main aim of this pretical study is to present the beneficial technology-supported listening training. According to the reviewed literary resources, we created a summary of positive impacts of using technology sources in teaching listening skills. Among others, they include assistance in recognition of pronunciation features., assistance in developing listening comprehension, or allowance of multimodal processing. In conlusion we may say that adopting technology for the purpose of teaching listening supresses some unnatural features of traditional EFL classroom ear training and brings a number of potential benefits. In the article the authors define the imortance of listening in language learning and teaching, and disclose how laguage teacher can help their students to become effective listeners with the help of technology. In the communicative approach to language teaching, this mean modeling listening practice in authentic situation, those that learners are likely to encounter when they are use the language outside the classroom. A. Introduction Technology is very important in teaching process. One of the most frequently cited reasons for justifying the need for change in education, or at least for labeling education as old-fashioned, is the enormous technological revolution our world has undergone in recent years. Nowadays, we have the Internet in our pocket, in the form of a smartphone, which has exponentially more computing power than the Apollo Guidance Computer that put the first men on the moon. A school with desks, blackboards or whiteboards, and perish the thought books seems like some kind of archaic institution, one that, even if it does use a smartboard or a learning platform, operates in a manner that bears a suspiciously strong resemblance to the way things were done in the past. In education, we often have the feeling that we are finding it harder and harder to reach our students. That is why we are so feverishly interested in smartboards or learning platforms or anything new on the market that might help. Every new tool seems like a possible solution, although sometimes we really don't know what the problem is or even if there is one. Technological innovations break the boundaries in learning languages, either from making independent learning more efficient, adding value to the time spent in class, or by giving wider exposure to language education so that it can be accessed by more people. By bringing overall services closer to the place and time of demand, technology plays an important role in supporting learning success. The most basic and proven application of educational technology provides and solves problems provided for learning. Based on the renewal of educational technology, this problem solving consists of learning resources. These resources, both deliberately designed and selected, are then used as concrete products that are available to assist with learning. This product is the clearest proof of the application of educational technology.Applications that can be launched: (1) tutorials, key lessons provided, (2) exercises and repetition to help learners develop fluency in previously learned material, (3) games and simulations to help use newly learned help; and (5) and data sources that allow expenditures to access data

Using video-recording method in listening and speaking classes

We are pleased to publish a selection of diverse papers from the 3 rd Black Sea ELT Conference "Technology: A Bridge to Language Learning" organized by Ondokuz Mayıs University School of Foreign Languages on 15-17 December, 2012. We hope that the conference, with its full program of plenary talks, workshops, oral presentations and poster presentations was inspiring, informative and enlightening for everyone. In this book of proceedings, we present a variety of research papers that reflect the changing winds and shifting sands in foreign language teaching with the integration and application of different kinds of technology to language teaching.

The impact of video-viewing in a listening class

Multilingual Academic Journal of Education and Social Sciences, 2016

Listening is the least popular skill among the four that underpin the teaching and learning of a second or a foreign language. The teaching of Listening as a subject started later than other skills. Listening has for a long time been taught using audiotapes because the emphasis has been on training auditory skills to help learners hear clearly and be able to mimic native-speaker pronunciation. With the advancement of technology where videos got into classrooms, moving pictures were introduced in Listening classes. This paper is therefore concerned with the replacement of audio listening by video viewing in a Listening class. The research is carried out through a questionnaire that is circulated to learners and teachers with an aim of establishing the impact of video viewing in a Listening class. The findings indicate that although learners and teachers appreciate the usefulness of video viewing, it does not successfully help learners achieve the main learning outcome of note-taking. The paper attributes this to the difficulty of dealing with audio that requires learners to listen, and moving pictures that need students to view. The paper therefore recommends that tasks be set appropriately with the envisaged skill, i.e. listening or viewing.

The role of technology in teaching listening

2011

Listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening, and students may receive as much as 90% of their in-school information through listening to instructors and to one another. Often, however, language learners do not recognize the level of effort that goes into developing listening ability. Far from passively receiving and recording aural input, listeners actively involve themselves in the interpretation of what they hear, bringing their own background knowledge and linguistic knowledge to bear on the information contained in the aural text. Not all listening is the same; casual greetings, for example, require a different sort of listening capability than do academic lectures. Language learning requires intentional listening that employs strategies for identifying sounds and making meaning from them. Listening involves a sender (a person, radio, television), a message, and a receiver...

The Use of Youtube as a Learning Tool in Teaching Listening Skill

2020

YouTube is not only a platform that individuals share, upload, comment on videos; but also, teachers and educators can make practical and effective use of it to the best as great that students can have more an advantage or profit gained. This study aims to carry out a systematic or formal inquiry to discover and examine the facts of how active and distinguished. YouTube can be in the educational process and how it is beneficial for language teachers to enhance the skills of students. The study exhibits different theoretical frameworks that equip the employment of technology to increase the learning/teaching process. In using multimedia, video clips used to develop teachers’ abilities for using technology in classrooms. The objectives of this research are to give knowledgeably and clear explanations about teaching students’ listening skills through English video. The researcher emerges a questionnaire and applies it to third-semester of college students of Ma’soem University to give ...

Listening Comprehension by using Video in Online Class through WhatsApp

AL-ISHLAH: Jurnal Pendidikan, 2021

This research aims to determine whether there is an effect of using video as media on the students’ listening comprehension in an online class in the academic year 2020/2021. This research is pre-experimental. It involved 24 students in class. The class was taught by using video as media as the treatment in the class. The data were analyzed quantitatively by using the T-test formula. The result shows that the students listening comprehension in the post-test are higher than pre-test. The data analysis can be seen in many students who get a good score in the class by using video. It can be concluded that video in teaching listening comprehension in an online class is an influential media. As aresult, 𝑇𝑐𝑜𝑢𝑛𝑡is 7,03 and 𝑇𝑡𝑎𝑏𝑙𝑒is 1,68. In this case, the average score is 72. The use of video for listening comprehension is one of the alternative media in online class.

Audio Visual Media and English Learners

Media is everywhere; it has become a part of our daily life. People today are better informed and more enlightened thanks to the service of the media. Complaints about its negative effects have been heard and even those who criticize media for its negative impact cannot ignore the fact that media can be used as an effective tool to educate, inform and entertain. For myriad reasons, Audio visual Media, especially videos are definitely acknowledged as one of the most effective tools in education an d training. The purpose of learning any language is to communicate effec tively and no communication is possible if one doesnt get a chance to communicate. It is natural that the demand for communication is high in this ever - changing world. And no doubt English language plays a major role in todays global communication. It is not a subject to be studied. It is rather a skill to be practised. Therefore, practical experience is necessary and any skill can be mastered only through practice. Participation really matters. Exercises those demand verbal interaction (writing as well a s speaking) will definitely exploit the verbal skills of any student. The course material for learning needs to be very creative as creative course material definitely yields better resu lts. Bearing in mind all these features and positive input of media in education, a detailed analysis of available resources and their role in improving the basic skills - listening, speaking and writing - has been attempted. Based on personal experience and feedback received from colleagues, this study aims at giving some pra ctical suggestion and tips on how to use Media in the classroom.

Cases on Audio-Visual Media in Language Education edited by Catherine Hua Xiang

the CALICO Journal, 2020

This edited volume in the Advances in Educational Technologies and Instructional Design series provides valuable practical insight into how audiovisual media, digital technologies and social media tools (e.g., videoconference technology, YouTube etc.), and online environments can be efficiently and effectively used in language education, in particular in Higher Education (HE) contexts. The contributors of this volume are from a wide range of countries such as the United States (USA), United Kingdom (UK), Sweden, Spain, China, Argentina, Taiwan, the Czech Republic, and the Caribbean, and are experts in their field, which is the use of new technologies and their implications for language education. This volume is divided into 15 chapters and four main sections: (a) using audiovisual media in teaching and assessment; (b) students as producers in language learning; (c) developing