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“The Use of Video and their

Benefits when Teaching


English to Students in

First Year at Secondary


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.

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