Language teachers have been using video technologies for at least the past twenty years. From videotapes to DVDs and streaming video from the Internet, the visual mode is still powerful and popular.  But the way we use video in the classroom has changed. No longer is it used just for practising listening skills or stimulating speaking. When I ask myself how using video has been affected by recent trends in teaching, I think of the following:

– Equipment (IWB, mobile learning)

-Task based learning

– Flip classroom

-CLIL

-Blended learning

As a result teachers now have more creative opportunities to incorporate video inside and outside the language classroom.

But using video is more than just a trend. SLA theories also advocate the use of video to facilitate learning. If we look at research into the retention of information, a lot of studies show that use of images and sound (i.e video) is the optimum way of presenting new information to students. Richard Mayer’s work (2003), which looks at dual coding, focuses on the way visual and oral information can complement each other and avoid overloading the students with information. If a student is presented with a picture and text, then all this information is being processed visually and might lead to visual overload. A better way to organise the information might be through pictures and audio, thus using two channels (visual and auditory).

Prior to the session we had some key questions to think about and a pre-seminar task where we needed to create our own videos.

• Why use video to support the teaching and learning of second languages?

As Kieran Donaghy (2015) sums it up, video can “inspire, while exposing learners to a wide range of authentic language, improving comprehension, intercultural understanding and visual literacy.” I couldn’t agree more. Video has become an integral part of students’ lives and it makes sense to bring it into the classroom. Young people not just watching but actively produce and upload their videos. 300 hours of video is uploaded to YouTube every minute. (https://www.youtube.com/yt/press/en-GB/statistics.html ) YouTube has more than 1bn users – a third of all the people on the planet.

Learning with video is motivating and enjoyable, it makes the language learning process more entertaining and memorable. And, as we all know, motivation is one of the most important factors in successful second-language acquisition.   Another benefit of using video is that it is a source of authentic and varied language. Students can see examples of real-life conversations, natural expressions and flow of speed.

Finally, video brings variety to the language classroom by extending the range of materials and teaching techniques. And with the advent of the internet there is now a wealth of online resources for both language teachers and their students.

We shouldn’t however forget about its disadvantages.  Integrating video into materials can be extremely time consuming (especially for the first time), there is an issues of copyrights and appropriacy of some videos. Some learners might find authentic videos confusing and complex and lose interest. But the most important factor in my view, just like with educational technology in general, is lack of training. This, in my opinion, has deep implications for English language teacher training programmes, which should include technology integration from the very beginning.

For those who would like to incorporate more video in the classroom, here are my favourite resources:

http://lessonstream.org/

http://film-english.com/

https://allatc.wordpress.com/

• How can video be used with language learners?

Since I started teaching, I have had a strong interest in incorporating video in my classroom. In my first year of teaching (2010) I gave a TD about using video in the classroom, trying to encourage my colleagues to use video not just for practice listening or speaking skills, but for a range of other skills. Here is a quick example:

1. Writing. After watching this short clip from the License to Wed film, student write a letter of complaint.

2. Reading. While watching this video students scan the information along with the main character and write down all key words and data they can see.

3. Grammar. Students watch the video and put the items that were requested to buy intro countable/uncountable categories.

4. Vocabulary. Student watch the clip and name as many vocabulary items related to cooking as possible.

5.  Pronunciation.’The sound of English’ series is a brilliant resource that provides students with visual  pronunciation models.

http://www.bbc.co.uk/learningenglish/english/features/pronunciation

These days I am trying to involve my learners in producing video themselves rather than just passively watching it.

Here is an example of a project I did with my students where they had to dub a video. The language focus of this project was “showing interest”. First, I showed my students this clip from the series “The Big Bang Theory”.

They then worked in pairs and came up with their own version of the dialogue and voiced it. What was great about this project is that not only did my students learn how to show interest, but by working with video they also created a narrative, worked collaboratively, had lots of language practice while rehearsing and filming, and had a final product that they are proud of.

Here is the example of one of the videos.

• What are the benefits of a teacher shooting their own digital material for use with learners?

I want to say personalisation would be the main reason for me. By making your own video you tailor it to your students’ needs, level and interest. But also involving students in producing video themselves has a lot of benefits. Not only students use the language while they are working on the video production, but you can also use the video they produced as material for other classes.

• What do you need to think about prior to making a video?

Walker, A. & White, G. (2013) suggest the way of finding and being critical about online video which consists of asking the following questions:

-Who made it?

-What is its purpose?

-Could you use it in your classroom and if so, how?

I believe the same questions can be applied to your own video material.

-Who is going to make it? You or your students?

-What is its purpose? Are you making this video so you can flip your classroom? Is it a TBL project where video is a final product? Or is it simply a bypass product, eg when students record themselves in preparation for a presentation? Does the video have a narrative audio soundtrack or subtitles?

– Could you use it in your classroom and if so, how? I guess it depends on your learning objectives. Stanley ( 2013) asks an interesting questions: what comes first: technology or learning objectives? The answer, in his opinion, is neither.  The learners come first. That is why the decision on how much technology should play a part in the class should be made based on your learners attitudes towards using technology for language learning and shouldn’t be imposed on them.

• How is digital video captured, edited and output?

Nicky Hockly (2014) points out that although students make videos in their personal lives quite regularly, they are probably less familiar with recording video in an English class. She suggests starting by asking students to film objects or places, rather than themselves until they become comfortable with filming each other.

Video recording and editing is arguably a very technically challenging for the teachers and the learners who have never done it before. However, there are many mobile applications available that can simplify video editing and production.

Donaghy, K. (2015) Film in Action. Peaslake: Delta Publishing.

Hockly, N. & Clandfield, L. (2010) Teaching Online: Tools and techniques, options and opportunities. Peaslake: Delta Publishing.

Hockly, N. & Dudeney, G. (2014) Going Mobile. Peaslake: Delta Publishing.

Mayer, R. (2003) Nine Ways to Reduce Cognitive Load in Multimedia Learning, Educational Psycologist, issue 38(1), 43-52, available at http://www.uky.edu/~gmswan3/544/9_ways_to_reduce_CL.pdf

Stanley, G. (2013) Language Learning with Technology: Ideas for Integrating Technology in the Classroom. Cambridge: Cambridge University Press.

Walker, A. & White, G. (2013) Technology Enhanced Language Learning: Connecting theory and practice. Oxford: Oxford University Press.