presented at LLTC conference

1. Short Video Clips as Language Input for EFL
Speaking Practice
Paulus Widiatmoko
Universitas Kristen Duta Wacana Yogyakarta
widiatmokoyk@gmail.com

2. ICE
(Introduction to
college English)
ESP
English for Informatics
English for Business
English for Architecture
English for Job Hunting
Medical English
etc
General English
Matriculation
“False Beginners”LEVEL I
LEVEL II
LEVEL III
LANGUAGE-IN-
EDUCATION POLICY

3. Why videos?

5. How does a wind turbine work?
We have seen all those creeky old windmill on farms. Although they may seem as low tech as you
can get, those windmills are the predecessor of the new modern wind turbine that generate
electricity. The same wind that used to pump water for cattle is now turning giant wind turbines to
power cities and homes. OK have a look at this of windfarm at the California desert. A hot desert
next to tall mountains, an ideal place for a lot of wind. Here is another one at the windys prairie of
Wyoming. Now today wind turbines are much more complicated machines that the old prairie
windmills. But the principle is the same. Both capture the wind energy.
First, a wind turbine blades work like sort of like an airplane wing. Blowing air passes around both
sides of the blades. The shape of the blades causes the air pressure to be uneven, higher on one
side of the blade and lower on the other. And that what makes it spin. The uneven pressure cause
the blade to spin around the center of the turbine. On the top there is a wheatervane that is
connected to the computer to keep the turbine turn into the wind so that it captures the most
energy. Now the blades are attached to a shaft which only turn only about 18 revolution per
minutes. That’s not nearly fast enough to generate electricity by itself. So the rotor shaft spins a
series of gears that increase the rotation up to above about 1800 RPM. At that speed the generator
can produce a lot of electricity.
So, why are wind turbines so tall? Well, the higher up you go, the windier it is. More wind naturaly
means more electricity. And in many cases, larger turbine can also capture more wind energy
efficiently. The blades can sweep a circle on the sky as long as a football field. Now it’s really cool.
As then, even a small windmill farm like this one in Wyoming can generate enough electricity to
power 9000 homes. And larger farms can provide much more clean energy for homes and
businesses.

6. How does a wind turbine work?

7. Enhancing modalities of learning
• the coding of verbal and non verbal
communication (Berk, 2009)
• two distinct channels in human cognitive
system for representing and manipulating
knowledge, through a visual pictorial channel
and an auditory verbal channel (Baddeley,
1986; Paivio, 1986; in Meyer, 2002).

9. five steps of multimedia processing (Mayer, 2001)
• selecting relevant images for processing in verbal working memory,
• selecting relevant images for processing in visual working memory,
• organizing selected words into a verbal mental model,
• organizing selected images into a visual mental model
• integrating verbal and visual representations as well as prior
knowledge

10. Active processing assumption
“meaningful learning occurs when learners
engage in active processing within the
channels, including selecting relevant words
and pictures, organizing them into coherent
pictorial and verbal models, and integrating
them with each other and with appropriate
prior knowledge” (Mayer, 1999; Wittrock,
1989 as stated in Mayer, 2001)

11. “Modes and channels of communication
inevitably interact and videos as the media of
delivery to some extent could be manipulated
as language input”

12. “Input is defined as language the learner hears (or reads) and attends to
for its meaning” (VanPatten and Williams 2007: 9).

13. Krashen (1981)
•
•
•

14. Ellis (2012
• input-based instruction as an instruction that “involves the
manipulation of the input that learners are exposed to or
are required to process” (p 285).
• one form is to manipulate the input in some way to make
some target features more noticable to learners.
• aims at drawing learners’ attention to linguistics target
while they are primarily engaged in meaning
comprehension.

15. Schmidt (1990)
“… input does not become intake for language
learning unless it is noticed”
noticing hypothesis

16. Long (1991)
focus on form
“overtly draws students’ attention to linguistic elements as
they arise incidentally in lessons whose overriding focus
in on meaning communication” (pp 4-5)

17. Renandya (in press)
https://nanyang.academia.edu/WillyARenandya
comprehensible
abundantly and reliably available
frequently encountered
slightly beyond the learners’ current level
engage the learners’ attetion
meaningful and interesting
Language Input should be…

18. (Krashen, 1958; Schwartz, 1993, Izumi, 2002; Swain, 1995; Toth, 2006) in Rassaei, E. (2012)
“INPUT ALONE IS NOT SUFFICIENT”

19. Swain (1985)
• as “the trigger that forces the learners to pay attention
to the means of expression needed in order to
successfully convery his or her intended meaning “ (p
249).
• helps learners notice the gap between their linguistic
resources and the target language system.
Language output…

20. output-oriented practice…
• Mechanical practice (or drill) as a controlled practice in which students are
required to produce a response without having to understand the language they
are using. Repetition drills or substitution drills of grammatical items are examples
of this practice.
• Meaningful practice which refers to an activity where the language is still
controlled, but the students need to understand the language in order to
successfuly produce a correct response.
• Communicative practice where the focus is on communication and where the
students are required to produce language that is appropriate for a particular
communicative context.
Renandya (2011)

22. Living English Episode 5.
ANNE describes her brother to the private investigator.
ANNE : Can you help me?
JOHN : Well I’ll try. Now tell me about your brother Ms Lee. How old is he?
ANNE : He’s twenty-three.
JOHN : Well that would make him your younger brother. What’s his name?
ANNE : David.
JOHN : And what does he do?
ANNE : He’s a student. Or – he was a student. I don’t know where he is.
JOHN (looks at the photo)
Hmmm. How tall is he?
ANNE : About a hundred and seventy-five centimetres.
JOHN : Hmmm. And does he speak English?
ANNE : Yes. He speaks English and Chinese. Mr Barbour – can you find him?
JOHN : I’ll certainly try. Now, tell me a little about yourself Miss Lee. Where are you from?
ANNE : I come from Singapore. I’m Singaporean.
JOHN : Right, and how old are you?
ANNE : I’m twenty-five.
JOHN : What do you do?
ANNE : I import wine. I’m a businesswoman. I work in my family’s business.
JOHN : And are you married?
ANNE : No, I’m single.
JOHN : And..er..do you have a boyfriend?
ANNE : Pardon?
JOHN : Oh sorry. We private detectives are a naturally curious bunch. Ms Lee, perhaps you’d better
tell the whole story.
ANNE : It all started two years ago...

23. Living English Episode 5

24. Living English Episode 5.
ANNE describes her brother to the private investigator.
ANNE : Can you help me?
JOHN : Well I’ll try. Now tell me about your brother Ms Lee. How old is he?
ANNE : He’s twenty-three.
JOHN : Well that would make him your younger brother. What’s his name?
ANNE : David.
JOHN : And what does he do?
ANNE : He’s a student. Or – he was a student. I don’t know where he is.
JOHN (looks at the photo)
Hmmm. How tall is he?
ANNE : About a hundred and seventy-five centimetres.
JOHN : Hmmm. And does he speak English?
ANNE : Yes. He speaks English and Chinese. Mr Barbour – can you find him?
JOHN : I’ll certainly try. Now, tell me a little about yourself Miss Lee. Where are you from?
ANNE : I come from Singapore. I’m Singaporean.
JOHN : Right, and how old are you?
ANNE : I’m twenty-five.
JOHN : What do you do?
ANNE : I import wine. I’m a businesswoman. I work in my family’s business.
JOHN : And are you married?
ANNE : No, I’m single.
JOHN : And..er..do you have a boyfriend?
ANNE : Pardon?
JOHN : Oh sorry. We private detectives are a naturally curious bunch. Ms Lee, perhaps you’d better
tell the whole story.
ANNE : It all started two years ago...

25. FILLING GAPS
MATCHING QUESTIONS AND RESPONSES
ARRANGING JUMBLED SENTENCES OR PARTS OF THE CONVERSATION
COMPLETING A VISUAL MINDMAP
.........................
NOTICE THE
LANGUAGE USE

26. Language Output
Role Play
Writing a new
conversation
script
Writing a short
story
................

27. Video sample: Language Focus Learning

28. What “engaging” activities would you
suggest?

29. Selecting video clips
Relevance
Appropriate
content
Students’ needs
Length and
types
Quality

30. CONCLUSION
• multi-media properties of videos
• provide sufficient language input in EFL speaking practice
• prepare learners’ readiness for the topic
• provide samples of language use in context
• facilitate learners for oral production
• plan and select effective techniques of the media presentation
and delivery.
• selecting suitable videos

31. VIDEO
ROCKS!!!
!!!!