Tesol Greece 2014

VIDEO �CLIPS�

What We Now Know About Teaching EFL With

Paul Maglione, Co-‐founder, English A@ack! TESOL Greece 2014

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

Explosion of social networks, online services and new content is making video a BIG part of our everyday lives.

TESOL Greece 2014

New devices make video accessible anywhere, any Mme.

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

What about video in the context of EFL?

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

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?

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.

Why Video?

WHAT and HOW Video?

Step 1: What is your objecMve in using video?

SMmulaMon A@enMon Interest

MoMvaMon Engagement ApplicaMon RepeMMon Usage

LEARNING



LEARNING

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

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

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

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

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

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:

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.

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.



LEARNING

Moving from engagement to applicaMon

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

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•  Pre / Tasks / Post / jumping-‐off point for class discussion

PRE

TASKS

POST •  Summary

•  Target Vocab •  Prac7ce Games •  Discussion

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•  Error Correc7on / Posi7ve Reinforcement

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•  Score vs Grade: integra7ng the mo7va7onal dynamics of gamifica7on into the video exercise scoring logic

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Structuring the Video-‐based lesson •  Providing assistance à dic7onaries, transla7on

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•  In-‐class vs. Homework

Requirements: interac7vity, good design, visibility, s7mula7ng content

Requirements: large selec7on of s7mula7ng content, Teacher Tools for assignment and compliance monitoring


Engagement MoMvaMon ApplicaMon RepeMMon Usage

LEARNING

ConsolidaMng intake with repeMMon

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



LEARNING

Finally, locking in acquisiMon through usage

Making video-‐based learning Social •  Pos7ng comments •  Facebook •  TwiVer

TESOL Greece 2014

AuthenMc video is a great spark for in-‐class discussion Vocabulary Storyline Grammar Themes

Sample Video Lesson

Intermediate Level

Pre-‐Task

Target Vocabulary

Clip Summary

Task Set-‐Up InstrucMon

First Exposure to Video Clip

Learners can start, pause, and replay video

Gist comprehension exercise set-‐up

Gist comprehension exercise

Video resource

Expandable vocab resource

Instant error correcMon

Gist comprehension exercise debrief

IntersMMal Score

PosiMve Reinforcement

Listening exercise set-‐up

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.

Listening exercise debrief

Detail comprehension exercise set-‐up

Detail comprehension exercise

Full video transcript available as a resource; learners can either review video or scan transcript

to find details in exercise.

Detail comprehension debrief

Vocabulary exercise set-‐up

Vocabulary exercise

Vocabulary resource automaMcally switches to selected answer

opMon

Vocab exercise: using target lexis in similar story

context

Vocabulary exercise debrief

Grammar / Usage exercise set-‐up

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)

Grammar / Usage exercise debrief

Video Booster Debrief screen

Points total and breakdown

Learn-‐o-‐Meter

Learner comments RecommendaMons for further lessons

Coaching instrucMons

Post-‐task: PracMce Games

Lexical items from the video clip

DefiniMon clues and sample sentence reveal

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

User feedback

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

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

•  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]

Education

Tesol Greece 2014