tesol greece 2014
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VIDEO �CLIPS�
What We Now Know About Teaching EFL With
Paul Maglione, Co-‐founder, English A@ack! TESOL Greece 2014
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Why Video?
• Our brains are wired for it à hunMng / danger
• The human eye is a@racted to movement, even more than our ears are to sound
• Closest to life, to everyday human experience
TESOL Greece 2014
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Explosion of social networks, online services and new content is making video a BIG part of our everyday lives.
TESOL Greece 2014
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New devices make video accessible anywhere, any Mme.
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Online video is transforming educaMon
For anything that lasts more than 30 seconds — or any explana7on — it makes sense to have it in video form.
• 10 million students per month • 300 million lessons viewed
KHAN ACADEMY
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What about video in the context of EFL?
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High variance in English proficiency levels across naMons: what can explain it?
Smaller countries with “difficult” languages…BUT ALSO: television and movies not dubbed in local language
PORTUGAL is top-‐ranked “La7n” country… also does not dub US/UK
films into local language
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Lowest-‐ranked countries tend to be “cut off” from
Anglophone culture and media for cultural and/or poli7cal reasons.
“Western” na7ons where TV series / films are dubbed into
local language
High variance in English proficiency levels across naMons: what can explain it?
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Exposure to English
For learners not living in an English-‐speaking country, regular exposure to spoken English through video is the easiest, most effecMve way to create the
neural pathways that facilitate language learning.
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Why Video?
WHAT and HOW Video?
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Step 1: What is your objecMve in using video?
SMmulaMon A@enMon Interest
MoMvaMon Engagement ApplicaMon RepeMMon Usage
LEARNING
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SMmulaMon A@enMon Interest
MoMvaMon Engagement ApplicaMon RepeMMon Usage
LEARNING
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Graded or AuthenMc?
• BeVer at sparking emo7on à creates the intellectual opening for learning to occur
• Huge choice means we can mo7vate anyone according to their interests
BUT: -‐ Impossible to shoehorn into structures like
CEFR -‐ If not packaged properly, can be too
difficult for beginners
• Can be 7ghtly targeted at specific skills or tasks
• Created for specific levels / consistency re level
BUT: -‐ Produc7on values / entertainment
o[en lacking -‐ Can be perceived by learners as
“talking down” to them
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Subject MaVer of Authen7c Video (in order of popularity with English AVack! users)
1. Current Movies 2. TV Series 3. Music Videos 4. Documentaries
5. How-‐To
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Subject MaVer of Authen7c Video Other topics of interest
• News (“evergreen” best, normal headline stories age fast)
• Business (movie scenes can be effec7ve)
• AdverMsing (especially crea7ve / humorous extended ads)
CHOICE = AUTONOMY = MOTIVATION
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Ideal length • Too short (sub-‐1 minute): liVle chance to absorb dialogue in context
• Too long (5 minutes+) : too many linguis7c elements upon which to focus à confusion
• Ideal length is between 1 and 3 minutes – Average length of Youtube video is 4 minutes
– 87% of video shared on Facebook is between 1 and 4 minutes long
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Difficulty Level • Subject maVer • Vocabulary • Speech speed • Speech clarity • Accent • Idioms • Slang • Visual clues • Is there a story or an
understandable context?
Related exercises need to be calibrated to the video’s intrinsic difficulty level
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Difficulty vs Content
• Our experience to date shows that the content type is the primary mo7vator. Learners don’t mind a difficulty “stretch” if the video content is of interest to them.
5,580,000 searches
22,000,000 searches
(learn English)
(songs in English)
Google France searches:
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SubMtles? Can with comprehension but creates listening “tune out” in favor of reading.
So call me maybe..
Donc appelle-‐moi peut-‐etre…
♫ ♪ ♬♭ ♭ ♫ ♪ ♬♭ ♭
English
L1
None
Great… if you want learners to improve their L1 reading skills.
Full emo7onal impact of source; no skills confusion; forces learner to focus and to look for visual clues.
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Video Transcript? • Be clear on purpose of providing: to work reading skills
• Thus, do not mix with gist comprehension exercises à provide only sequen7ally, a[er listening skills have been covered
• Can be used for Detail comprehension and to prac7ce scanning for informa7on.
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SMmulaMon A@enMon Interest
MoMvaMon Engagement ApplicaMon RepeMMon Usage
LEARNING
Moving from engagement to applicaMon
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Structuring the Video-‐based lesson
• The fun-‐factor of video should not obscure the need for a pedagogical structuring of the video-‐based lesson.
• The sequencing of a video-‐based lesson must be planned as carefully as any other lesson
Gist
Comprehension Listening Skills
Detailed Comprehension
Vocabulary Grammar
& Usage
TESOL Greece 2014
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Structuring the Video-‐based lesson
• Pre / Tasks / Post / jumping-‐off point for class discussion
PRE
TASKS
POST • Summary
• Target Vocab • Prac7ce Games • Discussion
TESOL Greece 2014
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Structuring the Video-‐based lesson
• Error Correc7on / Posi7ve Reinforcement
TESOL Greece 2014
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Structuring the Video-‐based lesson
• Score vs Grade: integra7ng the mo7va7onal dynamics of gamifica7on into the video exercise scoring logic
TESOL Greece 2014
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Structuring the Video-‐based lesson • Providing assistance à dic7onaries, transla7on
TESOL Greece 2014
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Structuring the Video-‐based lesson
• In-‐class vs. Homework
Requirements: interac7vity, good design, visibility, s7mula7ng content
Requirements: large selec7on of s7mula7ng content, Teacher Tools for assignment and compliance monitoring
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SMmulaMon A@enMon Interest
Engagement MoMvaMon ApplicaMon RepeMMon Usage
LEARNING
ConsolidaMng intake with repeMMon
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Achieving RepeMMon for MemorizaMon Prac7ce Game: Swap Mania
Prac7ce Game: Word Rescue
Prac7ce Games are dynamically driven by target vocabulary
items in learning units TESOL Greece 2014
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SMmulaMon A@enMon Interest
MoMvaMon Engagement ApplicaMon RepeMMon Usage
LEARNING
Finally, locking in acquisiMon through usage
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Making video-‐based learning Social • Pos7ng comments • Facebook • TwiVer
TESOL Greece 2014
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AuthenMc video is a great spark for in-‐class discussion Vocabulary Storyline Grammar Themes
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Sample Video Lesson
Intermediate Level
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Pre-‐Task
Target Vocabulary
Clip Summary
Task Set-‐Up InstrucMon
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First Exposure to Video Clip
Learners can start, pause, and replay video
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Gist comprehension exercise set-‐up
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Gist comprehension exercise
Video resource
Expandable vocab resource
Instant error correcMon
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Gist comprehension exercise debrief
IntersMMal Score
PosiMve Reinforcement
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Listening exercise set-‐up
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Listening exercise
Learners can do the exercise in parallel with
video playback
Gap-‐filling from three similar-‐sounding alternaMves actually completes the transcript, which will be available for next exercise.
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Listening exercise debrief
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Detail comprehension exercise set-‐up
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Detail comprehension exercise
Full video transcript available as a resource; learners can either review video or scan transcript
to find details in exercise.
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Detail comprehension debrief
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Vocabulary exercise set-‐up
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Vocabulary exercise
Vocabulary resource automaMcally switches to selected answer
opMon
Vocab exercise: using target lexis in similar story
context
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Vocabulary exercise debrief
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Grammar / Usage exercise set-‐up
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Grammar / Usage exercise Sample line of
dialogue taken from video clip
ExplanaMon as to why this form was
used
Exercise working same grammar or usage concept (with instant
answer feedback)
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Grammar / Usage exercise debrief
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Video Booster Debrief screen
Points total and breakdown
Learn-‐o-‐Meter
Learner comments RecommendaMons for further lessons
Coaching instrucMons
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Post-‐task: PracMce Games
Lexical items from the video clip
DefiniMon clues and sample sentence reveal
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Post-‐task: In-‐class or Online Messenger discussion
• How would you feel about asking your parents for money if/when you are an adult?
• How would you feel about your son or daughter asking you for money when they are adults?
• Have you even had someone try to discourage you from your dream occupa7on or goal? Describe what that felt like.
• What does “Being A Man” mean to you?
Sample Class Discussion Topics
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User feedback
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Conclusions • Video is a powerful, emo7ve s7mulus to learning. • Short-‐format authen7c video without sub7tles
can be a highly mo7va7onal and effec7ve pedagogical tool for helping build EFL/ESL competence.
• Video-‐based lessons need to be engineered just as carefully as any classroom lesson, with pre-‐ and post-‐tasks and a natural flow from exposure and gist comprehension through to more detailed or nuanced skills.
• Specialist online learning plaoorms such as English AVack! package authen7c video together with exercises to offer a huge choice of learning units of all difficulty levels across many topics and categories.
Paul Maglione, Co-‐founder, English A@ack! TESOL Greece 2014
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License packages English AVack! is a “freemium” site, with Free Trial content available free of charge. Access to all content and func7onali7es is available under several license plans:
English A@ack! for Companies Flexible, Company co-‐branding,
trainer packages, possibility of specialist content.
English A@ack! for Schools, Language InsMtutes, UniversiMes Flexible, affordable, school co-‐
branding, Teacher Tools
Independent Teacher License Full suite of Teacher Tools; for
situa7ons where learners will pay for their own Premium access.
Contact us at pro@english-‐[email protected] to set up a pilot program in your school or company
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• English AVack! • English AVack Blog
paul.maglione@english-‐[email protected]
• English AVack for Schools • English AVack for Companies
For more informaMon:
infogreece@english-‐[email protected]