Do you remember how exciting it was when your homeroom teacher wheeled out the big TV into class? It felt like the holidays had come early! Sure, you usually ended up watching a grainy documentary, but it was better than another hour of regular classwork. Video as an effective tool for learning, particularly in English language learning and engagement, is most relevant to my context.
Video has been an exciting motivation for students for decades. Since the late 1970s, video has been integrated as part of traditional language classrooms but was considered an added extra than an essential educational tool (Goldstein, 2013). Today, repositories like YouTube, a seemingly limitless source of educational and informational videos, can act as multifaceted learning tools. To date, this platform hosts 500 billion videos with 500 hours of new content uploaded each and every hour (Omnicore, 2018 as cited in Weller 2020). Going from a personal storage facility for video content to a platform for public self-expression, teachers can now utilize almost any type of video content for their lessons. For example, TV shows, movies, trailers, documentaries, advertisements, news reports, weather forecasts, sports events, or funny animal videos.
Benefits of using video for English language learning:
– Engaging and can help make a lesson more relevant and meaningful (e.g., video is an integral part of students’ lives so it makes sense to bring them into the language learning classroom).
– It can provide context to the target language; thus bringing the subject to life (e.g., learners can understand more by interpreting the language in a full visual context simultaneously with supports like facial expressions and gestures).
– The language used is often more varied and authentic (e.g., English used in real-world situations outside the classroom, particularly interactive language or the language of real-life conversation).
On the contrary, using video repositories, like YouTube, as a tool for language learning is not without its issues. These platforms are powered and sustained by user-led content creation and innovation (Weller, 2020), which easily allows anyone to generate and upload video. On one hand, this can “lead to more engagement, increased personal involvement and satisfaction” (Greene & Crespi, 2012 as cited in Weller, 2020, p. 89). But, on the other, can create issues regarding the validity and safety of its content as uploaded videos are not fact-checked; and therefore can be inaccurate, false, or intentionally misleading. YouTube has algorithms and guidelines to help filter misinformation and age-inappropriate content. However, additional precautions should be taken before educators share YouTube videos with their students.
Nevertheless, if you are an English language teacher and not using video in your classroom, you may be missing out on a plethora of learning opportunities.
What do you think? Can video add to the learning experience? If so, in what ways? Or should video be regarded as just another educational trend?
References
Goldstein, B. (2013). The moving image: A history of video in ELT [Video]. The Image Conference, BCN. Retrieved September 8, 2021, from https://www.teachingenglish.org.uk/article/ben-goldstein-moving-image-a-history-video-elt
Weller, M. (2020). 25 years of ed tech. Athabasca University Press.
I can absolutely remember the excitement of seeing the big TV in the classroom (and the disappointment when it turns out it’s not for your class!) I think a similar excitement now is when I see that learning module includes a TED talk video. Do you think the effect is a combination of good storytelling and the impact of hearing it from someone other than the educator or trainer? Like you mentioned, videos can help provide context to the learning and also supplements the visual and auditory facets of learning. I believe these advantages make it more than just an educational trend.
Content-wise, I think it is interesting how the TED brand and reputation has reached the point where you know that the video will most likely be a valuable use of your time and attention. How often do we hear about a “bad” TED talk?
Thank you for your thoughtful post, Jolee. I have to admit I laughed out loud at your TED talk comment. I always get excited (and sign with relief) when I see a TED talk video in our unit readings. I think you’re on to something when you question why TED Talks are so exciting. I’m sure it’s no accident that so many TED Talk videos have millions of views. I think the effect may be a combination of many things. Of course, the content presenters share is concise and compelling. But, the single most crucial element for me is the presenter’s ability to connect effectively with their audience. The TED Talk presenters do not stand at a podium nor do they hold cards or notes. Instead, they hold space on stage for an open exchange with the audience. Additionally, they tend to use humor and informal language to talk to us, not at us, so I forget I’m watching a video and instead feel as if I’m listening to a friend or colleague in my living room. Do you have a favourite TED Talk video? If so, please share here 🙂
I even remember the big reel to reel film projectors! When they didn’t bind up the film and ruin the experience, they were great!
Seriously though, yes, well done video does a lot for learner experience, I agree. And I also agree that, while it’s good that the cost and ease of producing video has come down, there are an awful lot of safety and accuracy issues with video sites like YouTube. Also, provided that the video is supplied appropriately for duration and complexity, so that the learners’ cognitive load is not overwhelmed, there’s a lot to be said for its effectiveness as a teaching aid.
I don’t think that video is going away anytime soon. Provided it’s used as an enhancement and not a babysitter, I think it’s got a lot going for it.
Hi, Corie! Thank you so much for your comment! You got me thinking about Cognitive Load Theory. One of the most critical aspects of creating and using videos for educational purposes is to include elements that help promote student engagement. Student engagement should be number one! Because if students don’t watch the videos, they can’t learn from them. To build on what Jolee and I discussed, I think a video can be considered an effective educational tool when it meets a set of criteria. For one, as you mentioned above, it needs to be short. I personally really appreciate the 18-minute time limitation of a TED Talk because I know I’m getting only the essential information. Second, they should use conversational style language to develop a positive connection with viewers. The same could be said for text-based materials, as well. I think we all would agree Weller was a much more engaging read than, say, Dron & Anderson, am I right? Finally, while this consideration is essential for managing cognitive load, it’s also appropriate for promoting student engagement: excellent visuals! For example, it can be effective to show the presenter’s face, show an animation, or present relevant illustrations when telling a story. So, yes! I agree with you; the addition of visual aids through video can add to a lesson by promoting student understanding and student engagement with the lesson.