Video-Based English Language Training
Video-based English language learning has received a lot of attention recently. However, most studies have relied on manually collected data and questionnaires rather than automated solutions to collect real-time comments and feedback.
Showing videos without sound and having students develop an imagined dialogue can be a fun and engaging language lesson. It also helps them practice ‘listening for gist’ – listening to get the general idea of what is being said. 어린이 화상영어 1. Authenticity
Videos are a huge part of our everyday lives. They’re used for entertainment, business, advertising and education. When learners use authentic video material, it makes the learning experience more real and helps build better mental associations to vocabulary words. This is because students are able to relate to the imagery, visuals and sounds in the video that match the vocabulary words, which gives them a stronger grasp of the meaning of the word.
One study found that using authentic videos increases students’ ability to remember vocabulary when compared with non-authentic video material. The study used a pretest-posttest true experimental design and randomly divided participants into two groups – an authentic video group and a control video group. The research found that the students who watched authentic videos made significantly more progress in their English listening academic achievement and lowered their English listening anxiety.
In terms of language teaching, authenticity is generally viewed as an essential element in the development of language competence. Authenticity is also seen as an important factor in attracting teachers to the profession and for developing their professional identity. Authenticity can be broken down into three key aspects: authenticity of language, authenticity of task and authenticity of situation.
When considering the use of authentic materials in the language classroom, it’s important to bear in mind that the material should have a real communicative purpose and be relevant to the learners’ own needs. This can be done by ensuring that the tasks set are authentic to the purposes of the material.
In terms of video, authentic material can be sourced from a wide range of sources. Examples of these include news articles, TV shows and films, social media sites and even YouTube and online video platforms. When selecting authentic video material, it’s crucial to consider the learners’ interests, goals and challenges. This can help ensure that the material will be interesting and engaging for them. 2. Vocabulary
Video is a natural source of language and can provide learners with a lot of useful vocabulary. However, students need to watch videos as educational materials and not for entertainment purposes. The videos need to be carefully selected in order to meet educational criteria such as historic and cultural contexts, clear audio that facilitates communication without disturbing background noises and a variety of lexis (e.g., British and American English).
Additionally, students need to actively engage with the language they see on the screen. The best way to do this is by asking questions about the video content, describing what they see and hearing in the video or watching it again to take notes. They also need to practice saying the words and listening to their pronunciation. This type of activity is often called incidental vocabulary learning, which means that students acquire new words as they watch and listen to the videos.
According to Krashen, comprehensible input is essential for the acquisition of new words. When watching videos, students hear the sound and they see a motion picture at the same time. This helps them understand and remember the new word in a more meaningful way. In addition, they can use their imagination to fill in the gaps that might occur when they are not sure what a certain word or phrase means.
A recent study has shown that learners who watch video as part of their English language learning are more likely to gain vocabulary knowledge from these videos than those who do not. The study asked participants to answer a questionnaire with demographic data such as their sex, age, major, college English test grade (CET, divided into failed CET-4, passed CET-4, and passed CET-6), and frequency of watching videos. Then, the researchers showed the participants a series of five YouTube videos and had them complete a vocabulary quiz after each one. They also asked the participants to rate the video they watched on a scale of 1-5, where 5 meant they watched it frequently and liked it very much. 3. Listening Comprehension
A big part of language learning is listening comprehension. Incorporating video into language lessons can be a fun way to train this skill. Students will be able to practice listening to other people speak, hear different accents and tones, and learn new vocabulary words through context. Additionally, videos offer the opportunity to practice new skills such as identifying main ideas and supporting details, determining cause and effect, asking for clarification, and interpreting non-verbal communication.
In addition to the linguistic value of using videos, they can also be used as a tool to help students develop their reading and writing skills. As learners watch videos, they can take notes about what they are hearing and seeing. They can then use the information they have gathered to answer questions or write stories about what they saw. This can be done on a small or large scale, and it can be done by individual students, in pairs, as a class, or in groups.
Another great way to practice listening is by showing a video with the sound off and having students act out what they are hearing. This can be done with any type of video, and it can be a lot of fun. For example, a teacher can show a clip of a scene from a movie about dogs and ask the learners to pretend that they are talking to one another. They can then share their conversations with each other and as a group discuss the story that was created.
This is a great activity to use with any type of video, but it can be especially effective when used with videos that have human characters. To maximize this activity, choose a video with lots of dialogue between the characters. Watch the video with the sound off, and then divide the class into groups of two. Have one student in each group face the television, and have the other student turn their back to the screen. Then have the students work together to create a chronological sequence of what happens in the video, which they then share with their partner and as a whole class. 4. Intercultural Empathy
Empathy is a key component of intercultural competence. It is often defined as the ability to understand and share another person’s perspective. This is important in language learning as it can help us to better understand the cultural context of the words and phrases we hear.
In the classroom, empathic teachers create a warm and welcoming atmosphere that encourages students to learn and interact. This is particularly crucial for students from a different culture or who have experienced discrimination. Empathy is also a vital part of our emotional wellbeing. It helps us to cope with the stress of daily life and can be a source of resilience during challenging times.
According to Konrath, O’Brien, and Hsing (2017), many adults are experiencing a decline in empathy. They believe that this may be due to a lack of face-to-face interaction with others, increased use of digital technology, and the increase in social media. Moreover, the authors believe that a decrease in empathy is linked to a decline in civic engagement and community involvement. Moreover, the authors suggest that the lack of empathy is associated with an increased prevalence of mental health problems such as depression and anxiety. In addition, the lack of empathy is a contributing factor to the growing problem of rejection sensitivity. Rejection sensitivity is the intense reaction that individuals have to rejection and is associated with a variety of psychological problems, such as low self-esteem and anxiety.
YouTube video-based English language training is an effective way to teach vocabulary, listening comprehension and grammar skills to learners from a diverse range of backgrounds. However, these video-based English language training tools can only be as effective as the content that is used. In order to maximize the effectiveness of YouTube-based English language learning, it is important that the content includes a diverse mix of topics and reflects a range of cultures. 5. Cultural Education
Video-based English learning allows learners to engage with content at their own pace, and from any location with an internet connection. Videos provide a sensory experience that is more stimulating and engaging than text-based materials, and they also allow learners to use their natural language processing skills to help make sense of the concepts they are learning. Videos have been shown to increase knowledge retention and can be reviewed many times over. This makes them a highly effective teaching tool for language learning.
Watching videos can be considered a passive activity, but it is often full of content that can be turned into an active classroom discussion and learning opportunity. Students can be asked to speak about the topic or theme of the video, share their personal opinions and experiences about it, and compare and contrast the information with their own culture. This helps to train listening comprehension and provides a great opportunity for intercultural empathy to develop.
Authentic, immersive videos that give learners a window into another culture are an excellent way to teach about different cultures and languages. This can help to develop intercultural empathy and open-mindedness, as well as an awareness of the differences between one’s own culture and that of others.
This type of learning can be achieved using videoconferencing software such as Zoom, which is available to any user with an internet connection. Teachers can begin virtual lessons by posting the lesson objectives at the top of a shared digital document and then asking learners to briefly summarize them in the chat box so they can self-assess their progress towards meeting those objectives. Alternatively, teachers can ask learners to submit tickets out or videos about a particular aspect of the lesson to be used as feedback in a synchronous chat.