07 Asia TEFL: Web-based video self-analysis of conversation and presentations


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Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.

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  • 07 Asia TEFL: Web-based video self-analysis of conversation and presentations

    1. 1. Web-based video self-analysis of conversation and presentations Bob Gettings Hokusei University Junior College bgettings.com
    2. 2. Review: CALL & Conversation? <ul><li>Actual conversation: Skype </li></ul><ul><li>Video chats </li></ul><ul><li>Text chats and e-mail exchanges </li></ul><ul><li>In support of conversation: </li></ul><ul><ul><li>Listening, vocabulary, pronunciation, etc. skills </li></ul></ul><ul><li>Uploading reports based on in preparation for or of evaluation of speaking production </li></ul><ul><li>bgettings.com </li></ul>
    3. 3. Conversation Classes @ Hokusei <ul><li>45 minutes (4/week) </li></ul><ul><li>Less than 20 students </li></ul><ul><li>3 tutors in of two classes/week </li></ul><ul><li>Wide range of English levels from high beginner to near native </li></ul><ul><li>http://www.jumpcut.com/view?id=4D5BA7D20E9111DC997C000423CEF682 </li></ul>
    4. 4. 2005 Study: CALL for Eikaiwa? Student Action research for Learner Development <ul><li>Aki Nishihara, Sapporo Hokuto JHS </li></ul><ul><li>& Bob Gettings Hokusei Gakuen JC </li></ul><ul><li>We wanted to learn about: </li></ul><ul><ul><li>Culture of our classrooms and the theoretical background of action research (what our students value and feel) </li></ul></ul><ul><ul><li>CALL </li></ul></ul><ul><ul><li>Geeky stuff </li></ul></ul><ul><ul><ul><li>Cameras </li></ul></ul></ul><ul><ul><ul><li>Web interaction </li></ul></ul></ul>
    5. 5. Resume: CALL for Eikaiwa? Is action research only for teachers? In September 2005 we began a blended e-learning materials development pilot project to facilitate student action-research and reflective learning. The target learners were first year English majors at Hokusei Gakuen University Junior College. We approached the project ourselves as action researchers with the goal of facilitating our students’ action research and reflective learning skills. Students recorded a video of a short conversation; viewed the video on the internet; analyzed helpful and unhelpful practices in the conversation; decided on actions to practice over the following two weeks (promote good practices or diminish bad practices); and evaluated the results of the actions. Before the project students practiced evaluating two videos designed by the presenters. In carrying out our project we were equally as interested in learning how our students conceptualized helpful and unhelpful practices related to increasing conversation skills as in evaluating the effectiveness of the materials to facilitate their awareness and practice of those skills.
    6. 6. Teachers’ Action Research Plan <ul><li>Problem: Students seem to have a difficult time staying in the target language during conversations. They seem to slip into their L1 without being aware of it. </li></ul><ul><li>Research Questions: </li></ul><ul><ul><li>How do students conceptualize good and bad practices for improving conversation skills? </li></ul></ul><ul><ul><li>To what extent can we be non-directive in facilitating student awareness of good and bad practices? </li></ul></ul><ul><ul><li>Can the teachers create an invisible scaffolding that will guide students but not intrude into students’ sense of autonomy in research? </li></ul></ul><ul><li>Teacher Action: </li></ul><ul><ul><li>Read and react to student questionnaire and logs </li></ul></ul><ul><ul><li>Observe student progress in class & by reading student evaluation/reflection logs. </li></ul></ul><ul><ul><li>Evaluation: Student evaluation form. </li></ul></ul>
    7. 7. What students did <ul><li>Students made videos of two conversations (3 & 10 minutes). </li></ul><ul><li>Answered questions about how they felt about speaking English. </li></ul><ul><li>Viewed the short video on computer and discussed strong and weak practices (habits) with their partner. </li></ul><ul><li>Identified a good or bad habit to research for their student action plan. </li></ul><ul><li>Practiced and reflected for two more weeks. </li></ul><ul><li>Watched the longer video and modify their research focus with teachers’ help. </li></ul><ul><li>Practiced and reflected for two more weeks. </li></ul><ul><li>Evaluated the procedure and their student action research outcomes. </li></ul><ul><li>http://www.jumpcut.com/view?id=4D5BA7D20E9111DC997C000423CEF682 </li></ul>
    8. 8. Making the movie <ul><li>Sony Xacti + small tripod </li></ul><ul><li>3 cameras - 3 groups of four students </li></ul><ul><li>Two performers, one camera person, one timekeeper </li></ul><ul><li>Three 45 minute periods </li></ul><ul><li>How did it go? </li></ul><ul><ul><li>Fascination of technology </li></ul></ul><ul><ul><li>Easy to use </li></ul></ul><ul><ul><li>Being on stage (but students didn’t feel it too much) </li></ul></ul><ul><ul><li>Technical glitches </li></ul></ul>
    9. 9. Cameras? <ul><li>Sanyo Xacti with SD card </li></ul><ul><li>Cheap usb movie camera </li></ul><ul><li>One Laptop per Child has built in camera </li></ul><ul><li>Sound and easily uploadable </li></ul>
    10. 10. Uploading the video <ul><li>SD card -> computer -> Net (Moodle) + School file server </li></ul><ul><li>Size 17 - 150 MB </li></ul>
    11. 11. English Speaking Challenge! <ul><li>How long can you speak completely in English without using any other language? </li></ul>
    12. 12. Affective Ecology of the Classroom:
    13. 13. Affective 2
    14. 14. Affective 3
    15. 15. How is your conversation ability compared to others in your Oral English class?
    16. 16. Emotions + % English
    17. 17. Watch the Movie with your partner
    18. 18. Good + bad top page <ul><li>What was better or worse than in your usual conversation practice? </li></ul><ul><li>Describe one thing. </li></ul><ul><li>List 4 or 5 of your good or bad points. </li></ul><ul><li>List some of your partner’s good & bad. </li></ul><ul><li>List some things you would like to change. </li></ul><ul><li>Pick one thing and concretely describe how you can practice to change it. (Student Action Plan) </li></ul>
    19. 19. Good + bad student page
    20. 20. Good + bad teacher response
    21. 21. Student action plan & revision <ul><li>First analysis was just browsing </li></ul><ul><li>Not specific </li></ul><ul><li>Non-verbal bad habits were often noticed (watching a video brings out an awareness of non-verbal (5/21 students) </li></ul><ul><li>Need scaffolding: Challenge students to also check their verbal good and bad practices </li></ul><ul><li>Model demo for better planning by students: </li></ul><ul><ul><li>“ Find a time when you were feeling frustration, analyze it in depth and give a few specific examples” </li></ul></ul><ul><li>No one imitated the teachers’ demo </li></ul><ul><ul><li>Uncomfortable with imitation </li></ul></ul><ul><li>All became more specific </li></ul>
    22. 22. One month’s practice: 16 classes <ul><li>At beginning of class: focus on the plan. </li></ul><ul><li>Before each practice with a partner begins: share your plan </li></ul><ul><li>Evaluate at end of class </li></ul><ul><li>Adjust or change plan for the next class? </li></ul>
    23. 23. Student evaluation/response
    24. 25. In 2005: our ideas for the future <ul><li>Reduce the amount of time used for explaining the action plan. </li></ul><ul><li>Continue with new plans after first is finished. </li></ul><ul><li>More carefully consider the teacher explanation (scaffolding, manipulation) to try for clearer task and more student autonomy. </li></ul><ul><li>After students can autonomously do research introduce some strategies for conversation that they might choose from. </li></ul>
    25. 26. In 2006 <ul><li>Gettings only </li></ul><ul><li>Dropped survey on affective ecology of the classroom </li></ul><ul><li>Expanded practice to presentations (verbal and body language focus) as well as conversations (only verbal focus) </li></ul><ul><li>Added practice with tutors </li></ul><ul><li>Simplified evaluation process </li></ul><ul><li>Focus on two videos: before and after </li></ul>
    26. 27. Ss analysis of strong and weak points <ul><li>Simplified </li></ul><ul><ul><li>Identify 3 strong or weak points and focus on improving one </li></ul></ul><ul><li>In English </li></ul><ul><li>Compare before and after videos for improvement </li></ul><ul><li>Reflective journal style </li></ul>
    27. 28. <ul><li>View the video </li></ul><ul><li>Then write about 200+ words about some of your presentation's good and bad points. </li></ul><ul><li>Tell me three concrete ways that you will try to make your presentation better. </li></ul>
    28. 29. <ul><li>What things did you want to make better after seeing the first video? </li></ul><ul><li>Concretely, how did these things improve in the final video? </li></ul>
    29. 30. In 2008? <ul><li>2006 </li></ul><ul><ul><li>Reduced time used for explaining the action plan. </li></ul></ul><ul><ul><li>Created clearer task and more student autonomy. </li></ul></ul><ul><li>In the future (2008) </li></ul><ul><ul><li>Continue with new action plans after first is finished – expand the idea of action plans to other areas of Ss EFL study. </li></ul></ul><ul><ul><li>After students can autonomously do action research introduce some strategies for conversation that they might choose from. </li></ul></ul>
    30. 31. Any questions? <ul><li>Thank </li></ul><ul><li>You! </li></ul><ul><li>Slides available at bgettings.com </li></ul>