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  • 1. VIDEO CLIPS What  We  Now  Know  About   Teaching  EFL  With   Paul  Maglione,  Co-­‐founder,  English  A@ack!     TESOL  Greece    2014    
  • 2. 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  
  • 3.   Explosion  of  social  networks,  online  services   and  new  content  is  making  video  a  BIG  part   of  our  everyday  lives.   TESOL  Greece  2014  
  • 4. New  devices  make  video  accessible     anywhere,  any  Mme.  
  • 5. 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    
  • 6. What  about  video     in  the  context  of  EFL?  
  • 7. 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  
  • 8. 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?  
  • 9. 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.  
  • 10. Why  Video?   WHAT  and  HOW  Video?  
  • 11. Step  1:   What  is  your     objecMve  in     using  video?     SMmulaMon   A@enMon   Interest   MoMvaMon   Engagement   ApplicaMon   RepeMMon   Usage     LEARNING    
  • 12. SMmulaMon   A@enMon   Interest   MoMvaMon   Engagement   ApplicaMon   RepeMMon   Usage     LEARNING    
  • 13. 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  
  • 14. 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    
  • 15. 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    
  • 16. 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  
  • 17. 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  
  • 18. 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:  
  • 19. 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.  
  • 20. 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.  
  • 21. SMmulaMon   A@enMon   Interest   MoMvaMon   Engagement   ApplicaMon   RepeMMon   Usage     LEARNING     Moving  from   engagement   to  applicaMon  
  • 22. 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  
  • 23. 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  
  • 24. Structuring  the  Video-­‐based  lesson   •  Error  Correc7on  /  Posi7ve  Reinforcement     TESOL  Greece  2014  
  • 25. Structuring  the     Video-­‐based  lesson   •  Score  vs  Grade:   integra7ng  the   mo7va7onal  dynamics  of   gamifica7on  into  the   video  exercise  scoring   logic     TESOL  Greece  2014  
  • 26. Structuring  the  Video-­‐based  lesson   •  Providing  assistance  à  dic7onaries,  transla7on     TESOL  Greece  2014  
  • 27. 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    
  • 28.   SMmulaMon   A@enMon   Interest   Engagement   MoMvaMon   ApplicaMon   RepeMMon   Usage     LEARNING     ConsolidaMng   intake  with   repeMMon  
  • 29. 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  
  • 30. SMmulaMon   A@enMon   Interest   MoMvaMon   Engagement   ApplicaMon   RepeMMon   Usage     LEARNING     Finally,  locking   in  acquisiMon   through  usage  
  • 31. Making  video-­‐based     learning  Social   •  Pos7ng  comments   •  Facebook     •  TwiVer   TESOL  Greece  2014  
  • 32. AuthenMc  video  is  a  great  spark  for     in-­‐class  discussion   Vocabulary  Storyline   Grammar   Themes  
  • 33. Sample   Video     Lesson   Intermediate   Level  
  • 34. Pre-­‐Task   Target  Vocabulary   Clip  Summary   Task  Set-­‐Up  InstrucMon  
  • 35. First  Exposure  to  Video  Clip   Learners  can  start,   pause,  and  replay  video  
  • 36. Gist  comprehension  exercise  set-­‐up  
  • 37. Gist  comprehension  exercise   Video  resource   Expandable  vocab  resource   Instant  error  correcMon  
  • 38. Gist  comprehension  exercise  debrief   IntersMMal  Score   PosiMve  Reinforcement  
  • 39. Listening  exercise  set-­‐up  
  • 40. 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.  
  • 41. Listening  exercise  debrief  
  • 42. Detail  comprehension  exercise  set-­‐up  
  • 43. Detail  comprehension  exercise   Full  video  transcript  available  as   a  resource;  learners  can  either   review  video  or  scan  transcript   to  find  details  in  exercise.  
  • 44. Detail  comprehension  debrief  
  • 45. Vocabulary  exercise  set-­‐up  
  • 46. Vocabulary  exercise   Vocabulary  resource   automaMcally  switches   to  selected  answer   opMon   Vocab  exercise:   using  target  lexis   in  similar  story   context    
  • 47. Vocabulary  exercise  debrief  
  • 48. Grammar  /  Usage  exercise  set-­‐up  
  • 49. 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)  
  • 50. Grammar  /  Usage  exercise  debrief  
  • 51. Video  Booster     Debrief  screen   Points  total  and   breakdown   Learn-­‐o-­‐Meter   Learner  comments   RecommendaMons   for  further  lessons   Coaching   instrucMons  
  • 52. Post-­‐task:  PracMce  Games   Lexical  items  from   the  video  clip   DefiniMon  clues  and  sample   sentence  reveal  
  • 53. 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  
  • 54. User  feedback  
  • 55. 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    
  • 56. 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-­‐a@ack.com  to  set     up  a  pilot  program  in  your  school  or  company  
  • 57. •  English  AVack!   •  English  AVack  Blog   paul.maglione@english-­‐a@ack.com   •  English  AVack  for  Schools   •  English  AVack  for  Companies   For  more  informaMon:   infogreece@english-­‐a@ack.com