USI N G VI DEO I N THE E FL

C LASS R OOM

Androniki Nistikaki - 1st Senior High School of

Vyronas, Athens, Greece
30/10/12
Greek Ministry of Education and Religious Affairs,
Culture and Sports.

USING VIDEO IN THE EFL CLASSROOM

Today's kids are born digital -- born into a mediarich, networked world of infinite possibilities. But
their digital lifestyle is about more than just cool
gadgets; it's about engagement, self-directed
learning, creativity, and empowerment. The
Digital Generation Project tells their stories so that
educators and parents can understand how kids
learn, communicate, and socialize in very different
ways than any previous generation.
http://www.edutopia.org/digital-generation

21ST

Multimedia

Learning

CENTURY

Multimedia

Generation
Networked

world
Digital

natives

CLASSROOM

Information

skills
Interdisciplinary

curriculum
Media

skills

MEDIA : UBIQUITOUS IN
TIME AND SPACE
Availability

Main Features

This generation:
Media
generation

Value

Media
Devices
dominate,
saturate
young
peoples
environme
nts

Wor l d

W a r I I : filmstrips

E d u c a t o r s recognized the
power of audio-visual
material

PROGRESS THROUGH TIME

used as training tool for soldiers

(Lumsdaine & Sheffield 1949)

I T V in the 50s and 60s

use of taped lectures

E T V in the 70s: used as a

complimentary tool in the
classroom

Tec h n o l o g y progresses at unforeseeable pace

Educational standards- based videos are produced
C o n t e n t a n d D e l i v e r y are expanded and
adapted

COMMON BELIEFS
Video

viewing is a
passive, superficial
activity

In

the long run, it

displaces academic
achievement

It s

a handy
alternative for underprepared educators or
u n r u l y, u n d i s c i p l i n e d
classrooms

COMMON USAGE
Non- optimal use
Filling in time
Dealing

with
classroom
management issues

Tak i n g

a break from
instruction

Rewarding

behaviour

positive

CURRENT RESEARCH AND SURVEYS EVIDENCE

Video viewing is
an active
process
Promotes learning in
students even when
learners seem to be
behaviorally inactive
(Mayer, 2011)

It is portrayed as a complex ,
cognitive activity that develops
and matures with the childs
development to promote learning
( Marshall, 2002)

Brings a wide variety

of multi-media
messages into the
classroom , fostering
and expanding
learning

VIDEO: A FORM OF MULTIMEDIA

Conveyscommunicates
information
through
simultaneous
sensory channels

Aural

Visual

WAYS OF LEARNING

SIMULTANEOUS LEARNING MODALITIES

Provide information through

Multiple entry points

(Gardner 2006)

Multiple Symbol Systems

Richness of incoming information

Multiple-form material

Images
(still/moving)

text

sound

Higher learning Gains (Kozma,1991)

Caters for: diverse
intelligences

Diverse learning
styles

Diverse modalities

BENEFITS OF USING VIDEO AS A LEARNING

TOOL
Emotional level

Cognitive level

Relays experience within a language

environment and a cultural context

Affects vocabulary use/expands and enriches

vocabulary acquisition experience

Empowers memory

Provides content variety

Increases content transfer

Activates emotional states and arouses

emotions, addressing a different part of
the brain (limbic system)

Initiates interest in a topic

Increases self-esteem

Triggers instinct, impulse

Sparks imagination

BENEFITS OF USING VIDEO AS A LEARNING

TOOL
Cognitive level

Fosters problem-solving,
inference drawing skills

Develops characterization and

understanding of the
plot/scenario/situation

Expands Creativity

Boosts communication
(discussion skills, negotiation
skills)

Fosters literacy skills ( e.g.

writing skills, school readiness
skills, better test scores)

Emotional level

Creates a shared learning

experience

Sharing and learning within a

group context transforms the
individuals ending up in
changes within the community
Fosters the sense of belonging
and connectedness with others

Gradually transforms value

systems and long-established
ideas , ending up in more
tolerant, more democratic
communities.

TYPES OF LEARNERS IT MOSTLY BENEFITS

Visual-spatial learners

Economically/socially disadvantaged students

Second language users

Special education students with learning disabilities,

health impairments, emotional disturbances ( e.g.
attention deficit disorder, dyslexic learners, autistic)
Students from rural/remote areas
Students from both genders
(male-female brain)

BEST USE OF VIDEO IN THE CLASSROOM

Visually rich/strong educational material

Age appropriate
Skills appropriate
Relevance to learners interests/preferences
Content/objectives should be integrated into the lesson/within
the curriculum.
Graded, student-centered activities should be selected.
Material should be previewed and prepared

Purposeful use and procedure, setting clear expectations

( e.g. pique interest, introduce demonstrations, review content,
reinforce content)
Content should be motivating, enjoyable, humorous
Provide learners with opportunities for individual thinking and
extension.

DEMERITS OF VIDEO USE IN THE CLASSROOM

Inadequate or no access to relevant
software/hardware.
Lack of knowledge/lack of awareness of the effects of
digital learning.
Discouraging state or/and school policy.
Excessive amount of time needed to prepare functional
and effective in-classroom/out of classroom activities.
Ill-prepared instructors.
Lack of specialization needed to incorporate digital
media in the classroom and implement task-based, group
work activities to engage learners, facilitate interaction
and maximize learning potential.

SUGGESTED PREVIEWING ACTIVITIES

Elicit predictions based on the title or the general

concept of the lesson on focus.

Introduce a brainstorming activity to expand vocabulary

or generate ideas through web concept maps.

Introduce warm-up questions to introduce the topic and

associate students existing knowledge with new
information.

Provide students with close-ups, gap-filling exercises or

quizzes and games related to the video theme.

A VARIETY OF WHILE-VIEWING ACTIVITIES TO

CHOOSE FROM.
1.

2.
3.
4.

5.
6.
7.
8.
9.
10.

Cloze-ups and open/close type questions based on the

script or on teachers notes.
True/false statements.
Multiple-choice questions.
Examples to clarify messages/situations/actions depicted
in the video clip or the movie.
Comparing and contrasting activities.
Giving reasons for actions/events in the story.
Active descriptions of characters/scenes.
Taking interviews from a character in the story.
Role plays
Acting out scenes

A VARIETY OF WHILE-VIEWING ACTIVITIES TO

CHOOSE FROM ..( CONTINUED)
11. Expression of personal emotions/beliefs/opinions
related to the topic.
12. Sentence repetition exercises/ drills/singing along
activities to foster listening/speaking skills.
13. Direction of students focus on various paralinguistic
features to draw conclusions from/ to focus attention on.
14. Keeping down notes regarding key-concepts or
important events in the story.
15. Matching exercise linking characters in the story to
phrases uttered/to events taking place.
16. Jumbled sentences/ jumbled paragraphs to put in order.

POST-VIEWING ACTIVITIES TO IMPLEMENT

1.

2.
3.
4.
5.

6.
7.

Written assignment in the form of an essay, a review ,

a narrative or a letter.
Learning log to exercise self-reflection skills.
Written assessment of the material used.
Reading assignment related to the theme in question.
Memory empowerment activities like descriptions of
scenes previously seen or association of scenes and
characters to own experience from real life.
Web search related to the theme on focus.
Familiarization with interactive digital tools and
software that could be utilized to transform the script
into a digital story or a vocabulary exercise into a
flashcard or quiz game.

POST-VIEWING ACTIVITIES (CONTINUED)

Encourage learning through exploration, interpretation and
assessment of information resources by asking students to search
and compare a variety of search engines or sites related to the
topic.
Artistic expression, artistic creation through a variety of activities
like drawing , sketching, drama.
Discussion to raise awareness of issues/concepts previously kept
hidden/unnoticed.
Expansion of in-classroom activities to out-of- classroom
community service learning.
Participation and Communication in Global education social
networks.
Collaborative learning activities that will encourage the exchange
of ideas and the expression of emotions and personal values, being
probably the most crucial factor in affective learning.

VIDEO USE TODAY

Digitized videos
Stored on a computer server
Accessed at any time/everywhere
through School Network/Streamed over the Internet/VOD
services
TEACHER

Search for content

Locate content from a variety of sources

Use content at the right time

DIGITAL CONTENT SEARCH

KEY WORD

KEY CONCEPT

Digital
Content
Search

GRADE LEVEL

SUBJECT
AREA

VIDEO CLIPS CAN BE

Indexed
Embedded

Shared
Edited

Integrated into a
playlist

Metatagged
Segmented

Re-arranged
Used by multiple
programmes

IN SUMMARY
Fast-pacing, fast evolving
Technology

AvailabilityAccessibility

Vast varietyRichness of material

Media potential
Maximization

Learning,
Entertainment,
Exploration

RESOURCES AND CREDITS

Using Educational Video in the Classroom:
Theory, Research and Practice By Emily Cruse
M.Ed., Curriculum Director, Library Video Company
http://www.safarimontage.com/pdfs/training/UsingEduca
tionalVideoInTheClassroom.pdf
Purposeful Use of Film within the Classroom: Encouraging
Student Engagement Presented by Mandy Latz
http://www.eslpartyland.com/students/nov/movies.htm
Listening, Viewing and Imagination:
Movies in EFL Classes Kusumarasdyati Faculty of Education
Monash University Australia
Movies to increase students motivation and production
ETECS 2011, Monica Melendez
http://ddeubel.edublogs.org/files/2011/06/Using_Vide

RESOURCES AND CREDITS (CONTINUED)

http://iteslj.org/Articles/Canning-Video

http://www.eric.ed.gov/ERICWebPortal/search/detai
lmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_
0=EJ500322&ERICExtSearch_SearchType_0=no&accno=EJ
500322

http://www.rcgd.isr.umich.edu/life/Readings2007/Mil
ler%20video%20reading%201.pdf

http://eslinsider.com/how-to-teach-english-videos/les
son-planning

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