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Using Entertainment Video in EFL

Oh Edward… I don’t
think I’ll ever get the
hang of these irregular
verbs!

Paul Maglione...
Video Lesson Experience To Date
Q1 –Q2 2009
Comparative review of
Video-based EFL pedagogy
Q3 – Q4 2009
Creation of Englis...
Why Video?
• Our brains are wired for it  hunting / danger

• Closest to life, to human experience
• The human eye is att...
Graded or Authentic?

• Can be tightly targeted at specific
skills or tasks
• Created for specific levels /
consistency re...
Subject Matter of Authentic Video
(in order of popularity with English Attack! users)

1. Current Movies
1. TV Series
1. M...
Other topics of interest
• News (“evergreen” best, normal
headline stories age fast)

• Business (movie scenes can be
effe...
Ideal length
• Too short (sub-1 minute): little chance
to build up dialogue in context
• Too long (4 minutes+) : to many
l...
Difficulty Level
•
•
•
•
•
•
•
•
•

Subject matter
Vocabulary
Speech speed
Speech clarity
Accent
Idioms
Slang
Visual clues...
Difficulty vs Content
• Our experience to date shows that the
content type is the primary motivator.
Learners don’t mind a...
Subtitles?
English

Can help with comprehension
but creates listening “tune out”
in favor of reading.

L1

Great… if you w...
• Be clear on purpose of
providing: to work
reading skills
• Thus, do not mix with
gist comprehension
exercises  provide ...
Structuring the Video-based lesson
• The fun-factor of video should not obscure the
need for a pedagogical structuring of ...
Structuring the Video-based lesson
• Pre / Tasks / Post  jumping-off point for
class discussion
PRE
• Summary
• Target Vo...
Structuring the Video-based lesson
• Error Correction / Positive Reinforcement
Structuring the
Video-based lesson
Score vs Grade:

integrating the
motivational dynamics of
gamification into the video
e...
Structuring the Video-based lesson
• Providing assistance  dictionaries, translation
Structuring the Video-based lesson
• In-class vs. Homework

Requirements: interactivity, good design,
visibility, stimulat...
Achieving Repetition for Memorization
Practice Game: Swap Mania

Practice Game: Word Rescue

Practice Games are
dynamicall...
Making video-based
learning Social
• Posting comments
• Facebook
• Twitter
Sample
Video
Lesson
Pre-Task

Task Set-Up Instruction
Clip Summary

Target Vocabulary
First Exposure to Video Clip

Learners can start, pause, and
replay video as often as desired
Gist comprehension exercise set-up
Gist comprehension exercise

Optional word-for-word translation tool

Instant error correction
Expandable vocab resource

...
Gist comprehension exercise debrief
Interstitial Score

Encouragement regardless
of segment performance
Listening exercise set-up
Listening exercise
Gap-filling from three similarsounding alternatives actually
completes the transcript, which
will be av...
Listening exercise debrief
Detail comprehension exercise set-up
Detail comprehension exercise

Full video transcript now available as a
resource; learners can either review
video or scan...
Detail comprehension debrief
Vocabulary exercise set-up
Vocabulary exercise
Vocab exercise: using
target lexis in similar
story context

Vocabulary
resource
automatically
switche...
Vocabulary exercise debrief
Grammar / Usage exercise set-up
Grammar / Usage exercise
Sample line of
dialogue taken from
video clip

Explanation as to
why this form was
used

Exercise...
Grammar / Usage exercise debrief
Final Video Booster Debrief screen
“Learnometer”

Points breakdown
Coaching instructions

Progression metric

Points total
Post-task Practice Games: Swap Mania

Lexical items from the
video clip

Definition clues and
sample sentence
reveal

Peda...
Post-task Practice Games: Word Rescue

Lexical items from the
video clip
Definition clues
and sample
sentence reveal

Peda...
Post-task Practice Games: SayWhat?

Lexical items from the
video clip

Pedagogical function: listening skills, vocabulary,...
Post-task: In-class or Online Messenger discussion
Sample Class Discussion Topics
• What are some of society’s
“distractio...
User feedback
Conclusions
• Video is a powerful, emotive stimulus to learning.
• Short-format authentic video without subtitles can be a...
For more information:
paul.maglione@english-attack.com

• English Attack!
• English Attack Blog

• English Attack for Scho...
Using Entertainment video in EFL by Paul Maglione
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Using Entertainment video in EFL by Paul Maglione

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ELT MOOC by Jason R. Levine on WiziQ.

This is a professional development massive Open Online Course in listening and pronunciation techniques.

MOOC team organisers:

Dr. Nellie Deutsch

Sylvia Guinan

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Transcript of "Using Entertainment video in EFL by Paul Maglione"

  1. 1. Using Entertainment Video in EFL Oh Edward… I don’t think I’ll ever get the hang of these irregular verbs! Paul Maglione, Co-founder, English Attack! EFL Techniques 26 November 2013 Unfortunately there’s no other way to learn them than just being exposed to them and drilling. But it will be fine Bella darling…
  2. 2. Video Lesson Experience To Date Q1 –Q2 2009 Comparative review of Video-based EFL pedagogy Q3 – Q4 2009 Creation of English Attack! Q1 2010 – Q2 2011 Beta version with 350+ Video Boosters, tested by 25k Beta users July 2011 Launch of site January 2012 Launch of Premium Subscription; Schools Platform November 2013 • 1000+ Video Lessons • Launch of Coaching functionality
  3. 3. Why Video? • Our brains are wired for it  hunting / danger • Closest to life, to human experience • The human eye is attracted to movement, even more than our ears are to sound • YouTube, Facebook, smartphones, tablets have made short-form entertainment video ubiquitous and available 24/7  no longer a special occasion, but a must-have.
  4. 4. Graded or Authentic? • Can be tightly targeted at specific skills or tasks • Created for specific levels / consistency re level BUT: - Production values / entertainment often lacking - Can be perceived by learners as “talking down” to them • Better at sparking emotion  creates the intellectual opening for learning to occur • Huge choice omeans we can motivate anyone according to their interests BUT: - Impossible to shoehorn into structures like CEFR - If not packaged properly, can be too difficult for beginners
  5. 5. Subject Matter of Authentic Video (in order of popularity with English Attack! users) 1. Current Movies 1. TV Series 1. Music Videos 1. Documentaries 2. How-To
  6. 6. Other topics of interest • News (“evergreen” best, normal headline stories age fast) • Business (movie scenes can be effective) • Advertising (especially creative / humorous extended ads) CHOICE = AUTONOMY = MOTIVATION
  7. 7. Ideal length • Too short (sub-1 minute): little chance to build up dialogue in context • Too long (4 minutes+) : to many linguistic elements upon which to focus  confusion • Ideal length is between 1 and 3 minutes – Average length of Youtube video is 3+ minutes – 87% of video shared on Facebook is between 1 and 4 minutes long
  8. 8. Difficulty Level • • • • • • • • • Subject matter 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
  9. 9. Difficulty vs Content • Our experience to date shows that the content type is the primary motivator. Learners don’t mind a difficulty “stretch” if the video content is of interest to them. Google France searches: (learn English) 5,580,000 searches 22,000,000 searches (songs in English)
  10. 10. Subtitles? English Can help with comprehension but creates listening “tune out” in favor of reading. L1 Great… if you want learners to improve their L1 reading skills. None Full emotional impact of source; no skills confusion; forces learner to focus and to look for visual / tone clues. So call me maybe.. Donc appelle-moi peut-etre… ♪ ♬♭ ♫ ♪ ♬♭ ♫ ♭ ♭
  11. 11. • Be clear on purpose of providing: to work reading skills • Thus, do not mix with gist comprehension exercises  provide only sequentially, after listening skills have been covered • Can be used for Detail Comprehension and to practice scanning for information. • Buttresses development of Listening Skills Video Transcript?
  12. 12. 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 video-related activity must be planned as carefully as any other lesson Gist Comprehension Listening Skills Detailed Comprehension Vocabulary Grammar & Usage
  13. 13. Structuring the Video-based lesson • Pre / Tasks / Post  jumping-off point for class discussion PRE • Summary • Target Vocab TASKS POST • Practice Games • Discussion
  14. 14. Structuring the Video-based lesson • Error Correction / Positive Reinforcement
  15. 15. Structuring the Video-based lesson Score vs Grade: integrating the motivational dynamics of gamification into the video exercise scoring logic
  16. 16. Structuring the Video-based lesson • Providing assistance  dictionaries, translation
  17. 17. Structuring the Video-based lesson • In-class vs. Homework Requirements: interactivity, good design, visibility, stimulating content Requirements: large selection of stimulating content, Teacher Tools for assignment and compliance monitoring
  18. 18. Achieving Repetition for Memorization Practice Game: Swap Mania Practice Game: Word Rescue Practice Games are dynamically driven by target vocabulary items in learning units
  19. 19. Making video-based learning Social • Posting comments • Facebook • Twitter
  20. 20. Sample Video Lesson
  21. 21. Pre-Task Task Set-Up Instruction Clip Summary Target Vocabulary
  22. 22. First Exposure to Video Clip Learners can start, pause, and replay video as often as desired
  23. 23. Gist comprehension exercise set-up
  24. 24. Gist comprehension exercise Optional word-for-word translation tool Instant error correction Expandable vocab resource Video resource
  25. 25. Gist comprehension exercise debrief Interstitial Score Encouragement regardless of segment performance
  26. 26. Listening exercise set-up
  27. 27. Listening exercise Gap-filling from three similarsounding alternatives actually completes the transcript, which will be available for next exercise. Learners can do the exercise simultaneously with video playback
  28. 28. Listening exercise debrief
  29. 29. Detail comprehension exercise set-up
  30. 30. Detail comprehension exercise Full video transcript now available as a resource; learners can either review video or scan transcript to find details in exercise.
  31. 31. Detail comprehension debrief
  32. 32. Vocabulary exercise set-up
  33. 33. Vocabulary exercise Vocab exercise: using target lexis in similar story context Vocabulary resource automatically switches to selected answer option
  34. 34. Vocabulary exercise debrief
  35. 35. Grammar / Usage exercise set-up
  36. 36. Grammar / Usage exercise Sample line of dialogue taken from video clip Explanation as to why this form was used Exercise working same grammar or usage concept (with instant answer feedback)
  37. 37. Grammar / Usage exercise debrief
  38. 38. Final Video Booster Debrief screen “Learnometer” Points breakdown Coaching instructions Progression metric Points total
  39. 39. Post-task Practice Games: Swap Mania Lexical items from the video clip Definition clues and sample sentence reveal Pedagogical function: vocabulary
  40. 40. Post-task Practice Games: Word Rescue Lexical items from the video clip Definition clues and sample sentence reveal Pedagogical function: vocabulary
  41. 41. Post-task Practice Games: SayWhat? Lexical items from the video clip Pedagogical function: listening skills, vocabulary, spelling
  42. 42. Post-task: In-class or Online Messenger discussion Sample Class Discussion Topics • What are some of society’s “distractions” you can think of? • What could possibly cause a rebellion in your city or country? • Is there anyone you would consider to be a “mentor” of yours? Pedagogical function: comprehension, vocabulary, speaking
  43. 43. User feedback
  44. 44. Conclusions • Video is a powerful, emotive stimulus to learning. • Short-format authentic video without subtitles can be a highly motivational and effective 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 platforms such as English Attack! package authentic video together with exercises to offer a huge choice of learning units of all difficulty levels across many topics and categories.
  45. 45. For more information: paul.maglione@english-attack.com • English Attack! • English Attack Blog • English Attack for Schools • English Attack for Companies
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