USING VIDEOS IN MOTIVATING TEENAGERS Presenter: Le Van Thinh Banking Academy – Phu Yen branch

Contents

1

2

3

4

5

Introduction

Literature review

Methodology

Data analysis and discussion

Conclusions and recommendations

Grammar translation method(Dinh, 2010)

Test and examination

Listening and speaking neglection

Need to be motivated Need to be motivated

- Videos enhance ‘perception, attention,

encoding, memory, and comprehension’

(Alessi and Trollip, 2001)

- Real context

- Authentic language with cultural information

- Non-verbal language

1. Why did Merida prevent other people from killing the bear?

2. Who saved Merida from being killed by Mordu?

3. How did Mordu die?

4. Summarize the scene.

Research instruments

1. Questionnaire 20 students 20 students

2. Interview 6 students 6 students

1. Do videos motivate students in learning

English in the rural area?

Research questions

2. What difficulties do students encounter while

watching videos?

Student’s evaluation of

videos

Number of respondents

Interesting 17/20

Fascinating 14/20

Relaxing 16/20

‘Videos help me entertain and study better’ (6/6)

‘I am looking forward to the English class every day’ (3/6)

Skills are improved Number of respondents

Listening skills 20/20

Reading skills 9/20

Speaking skills 6/20

Writing skills 3/6

‘My listening skills were improved’ (6/6)

Students’ difficulties Number of respondents

Not enough vocabulary to

fully understand

12/20

Feel frustrated 6/20

‘I feel lost when the videos have too many scenes I don’t understand’ (3/6)

Activities students

like

Number of respondents

Discussion 12/20

Writing summary 5/20

Grammar learning 2/20

Students’ favorite movie

genres

Number of respondents

Animated films 12/20

Action 9/20

Comedy 7/20

Horror 4/20

Romance 1/20

- Interest students and enhance their listening and

speaking skills.

- Choose a suitable film.

- Pre-teach vocabulary.

- Introduce the context.

- Set the task before letting students watch the film.

- Guide students to perform post-watching video task.

+ Students’ favorite movie genres+ Clear visual support + Appropriate speech delivery + Interesting and humorous content

ReferencesAlessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: methods and development. (3rd ed.) Needham Heights MA: Allyn & Bacon. Arthur, P. “Why use video? A teacher’s perspective”, VSELT 2:4 (1999):4Baltova, I. (1994) “Impact of video on the comprehension skills of core French students’. Canadian Modern Language Review, 50:3. Burt, M. (1999). Using Video with Adult English Language Learners. National Center for ESL Literacy Education. Retrieved from: http://www.cal.org/caela/esl_resources/digests/video.htmlCanning-Wilson, C. 2000. Practical aspects of using video in the in the foreign language classroom. The Internet TESL Journal. VI, 11. Retrieved from http://iteslj.org/Articles/Canning-Video.htmlDinh, T. P. T. “Techniques for teaching English grammar in four selected schools in Bien Hoa city”. MA. thesis, University of Social Sciences and Humanities-Ho Chi Minh City, 2010.Herron, C., Hanley, J. and Cole, S. (1995) “A comparison study of two advance organizers for introducing beginning foreign language’ The Modern Language Journal. Volume 79, Issue 3. Pages 387 – 395. King, J. (2002). Using DVD feature films in the EFL classroom. Taylor & Francis Online Volume 15, Issue 5, 2002. Retrieved from: http://www.tandfonline.com/doi/abs/10.1076/call.15.5.509.13468#previewSherman, J. (2003). Using Authentic Video in the Language Classroom. UK: Cambridge University PressWilliams, R. T., & Lutes, P. (2008). Using video in ESL classroom.  高松大学紀要 ,  48(1), 13.