THE USE OF VIDEOS IN EFL CLASSROOM: A REVOLUTION (original) (raw)
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The Role of Video Materials in EFL Classrooms
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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 audiovisual 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 audiovisual 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 audiovisual 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.
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This paper represents ways of motivating students with specific education needs (SEN) with the help of video lessons and other visual aids. If you are a remedial teacher, you should add video to you teaching in order to catch the students’ attention, to make them participate in the lessons, and to keep them interested and motivated. If the topic of the video is relevant to your lesson, it also has some great benefits for your students, for instance, it helps them learn and memorize the material, in contrast to traditional ESL lessons. Besides, it adds a new graphic and audio component to your teaching that makes your audience busy and focused, and improves later recall. Moreover, judging by the success of YouTube and other video services, it is something that SEN students really like. The purpose of this article is to provide readers with methodology and tips for motivating pupils with learning disabilities, enhancing their general understanding and using modern technology in the classroom.
Use of Student-Produced Videos to Develop Oral Skills in EFL Classrooms
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This paper discusses the use of student-produced videos to improve speaking skills in EFL classrooms, with emphasis on their use in preparatory classes at Kocaeli University, School of Foreign languages. The use of student-produced videos as a learning and teaching tool may greatly enhance the quality of students’ oral skills in many ways. They have the chance of reviewing their own performances, evaluating their speaking skills and becoming more self-critical of their abilities. The perspectives of using the student-created videos for the development of oral skills in language classrooms are presented.
Short Video Clips as Language Input for EFL Speaking Practice
LLTC Conference 2014
The development of ICT has inevitably brought changes in many aspects of language learning and teaching. One of the them deals with easier access to various types of multimedia material such as streaming videos, DVD, and other formats providing authentic or non-authentic language samples. Supported by compatible software, hardware, and media literacy, teachers nowadays can easily bring the benefits of these materials in their classes. Adopting videos for language skill practice, teachers certainly need to consider effective teaching techniques to apply. This study, therefore, suggests techniques to use videos as language input for EFL speaking classes. First of all, visual, verbal, and contextual clues in the media make up rich modality of learning that could facilitate activation of students' background knowledge during pre-activity. Furthermore, as an input prior to the skill production, language elements such as grammar, language functions, or vocabularies could be emphasized for the students to notice. Related to this idea, in his theory of noticing hypothesis states that input does not become intake for language learning unless it is noticed. Moreover, this study also elaborates video presentation as a lead-in or pre activity for more engaging oral language production.
The Power of Video Materials in EFL Classroom from the Perspectives of Teachers and Students
Journal of Applied Linguistics and Language Research, 2018
This study is addressing the utilization of video materials as an essential strategy in the process of materials design within the area of EFL/ESL teaching. The study aims to gain an in-depth understanding of the utilization of video materials in EFL classroom, and exploring the reason(s) of incorporating video materials into the EFL classroom from the perspectives of teachers and students. The study draws on the paradigm of interpretivism employing its epistemology and philosophy as an underpinning stance. For gaining thick information, the researcher used the method of semi-structured interviews with teacher and student sample. Interpretations of data showed that teachers and students as well are highly interested in the utilization of video materials in the EFL classroom due to certain reasons. Based on the findings of data analysis, the study offers a number of implications and suggestions that are of value for teachers who are involved in the process of ELT.
Hellenic Open University, 2021
In order for learners to learn how to speak, they should be exposed to authentic materials and combine the learning process with the outside world. Videos belong to the category of authentic materials and students are quite acquainted with them as they watch a variety of videos in their spare time. Technology has been developed throughout the years and it is used in the classroom to motivate students and participate in speaking tasks. Consequently, the aim of the research was to examine the role of authentic videos in students’ communicative performance and determine if they are beneficial or function as a deterrent factor for their learning process. For this reason, the action research was conducted. The tools utilized were the pre- and post-research speaking test and a needs analysis questionnaire. Due to the fact that the lessons were recorded, the observation form was completed after each lesson ended, and finally, students filled in a diary entry. The research was conducted in a private language school in the area of Zografou, Athens. The five lessons were took place online due to the covid-19 pandemic and the research lasted about five weeks. The results of the study confirmed that authentic videos are really helpful for students and have a positive impact on their speaking performance regarding fluency, vocabulary and interaction. Therefore, such videos should be incorporated into the teaching process as students can combine fun and learning at the same time. Ultimately, the conclusions drawn in the present study are compared and juxtaposed against other similar studies illustrating the vital role of videos in educational settings.