School” Guzmán Camila 4°B General Objective - To investigate and describe the benefits of using video when teaching English in first year at secondary school in the city of Salta. Research Questions 1) How are teachers benefitted from the use of video in ELT? 2) What are the possible problems teachers may face in using video for ELT? 3) Does the use of video allow teachers of English to add authenticity to the classroom? How? 4) Does the use of video facilitate the transmission of information to students? How? Research 5) Which types of Questions videos are used by teachers of English? Which are the criteria for selecting them? 6) Which are the pre-, while- and post- viewing activities that teachers prepare when including video in the classroom? 7) Why do some teachers of English not include video in their lessons? Which strategies can be suggested for considering the use of video as a pedagogical tool? Hypothesi s in first year at secondary - The use of video school offers educators the opportunity to add authenticity to the classroom and facilitate the transmission of information to students. Definition of Terms
VIDEO in ELT: Any type of video used in
the English language classroom for stimulating and facilitating the learning of the target language (Berk, 2009). a) Video for adding authenticity to the classroom. The chance to interact with the reality of the target language in the classroom itself.
Authentic Video Materials
b) Video for facilitating the transmission of information to students. Theoretical Background The contributions made by Goldstein B. (2013) & (2015), Hoodith A. (2002), Tangirova K. (2017), Cobbs, A. (2018), Williams R. & Lutes P. (2013), Lialikhova, D. (2014) and Çakir I. (2006) as regards the use of video and its benefits constitute the theoretical background for this study. Video in ELT: A brief history (Goldstein, 2015) Techniques & Selection of video materials (Hoodith. 2002) Viewing activities (Using Video in the Classroom, 2011) Authentic Video Materials (Tangirova, 2017) Video as an informational tool (Cobbs, 2018) Similar studies: Lialikhova (2014); Williams & Lutes Samplin o g5 teachers of English working in 1styear at secondary school & 5 4th year students who did their ELT practices in first year at secondary level. o 50 students in first year at secondary school who belong to two different classes in General Güemes Private Institute. Research Instruments 1) Interviewees to teachers of English working in 1st year at secondary school & to 4th year students. -12 open-ended questions -formal -Face-to-face or answered via e-mail Research Instruments 2) Surveys to students in first year at secondary school who belonged to two different classes in General Güemes Private Institute. -4 open-ended questions -2 courses -Answered in the written form Analysis of the Results Conclusions The hypothesis was confirmed. The main goal of this study was achieved. Conclusions 1) Main benefits of using video for ELT: Motivating students to learn. Engaging learners in class taking advantage of their audio-visual nature. Developing students’ four language skills. Decreasing learners’ misbehavior . Catering for students’ thirst of technology. Conclusions 2) Main disadvantages of using video for ELT: Time-consuming Not taken seriously
3) Video materials add authenticity to the
classroom Learners can experience the target language as it used in real life. Conclusions 4) The use of video facilitates educators the transmission of information to students by providing learners with visual and oral stimuli. 5) Main types of videos used by teachers of English
authentic videos (excerpts from films and series, short
films, music videos and documentaries). Educators also use educational videos. Conclusions -Selection criteria • Agreement with what is being taught • Depiction of moral principles • Students’ age, level of language, preferences and interests, • Video length and quality. 6) Conclusions Pre-viewing activities: provocative questions (which lead to oral discussion), revision of language items and brainstorming activities. While viewing activities: Taking notes, completing graphic organizers, grids or charts, multiple-choice questionnaires and sequencing order. Post-viewing activities: Reflection and discussion, introduction of new language items, presentation of a final Conclusions 7) Main reasons why educators do not include video in their lessons: lack of equipment, lack of time, lack of knowledge and students’ misbehavior. Recommendations Teachers of English should not be afraid of including video in their classrooms. There should be more postgraduate free courses aimed at training educators for the use of video. Teachers should look for ways to become familiar with the use of video in ELT by their own means. Regardless of the circumstances, educators should be creative and look for alternatives to include video in their lessons.