This document discusses using video in the English as a Foreign Language (EFL) classroom. It outlines how today's students are digital natives who learn differently than previous generations. Research shows that video viewing is an active process that can promote learning. When used appropriately, video can benefit different types of learners by appealing to multiple senses and providing information through various channels. The document provides suggestions for effective pre, during, and post viewing activities to maximize learning when incorporating video into EFL lessons.

1. U SI NG VI D EO I N THE EF L
CL A SSRO O M
Androniki Nistikaki - 1st Senior High School of
Vyronas, Athens, Greece
30/10/12
Greek Ministry of Education and Religious Affairs,
Culture and Sports.

2. USING VIDEO IN THE EFL CLASSROOM
“Today's kids are born digital -- born into a media-rich,
networked world of infinite possibilities. But their digital
lifestyle is about more than just cool gadgets; it's about
engagement, self-directed learning, creativity, and
empowerment. The Digital Generation Project tells their
stories so that educators and parents can understand
how kids learn, communicate, and socialize in very
different ways than any previous generation.”
http://www.edutopia.org/digital-generation

3. 21ST
Multimedia
Learning
Multimedia
Generation
CENTURY
Networked world
Digital natives
Information skills
CLASSROOM
Interdisciplinary
curriculum
Media skills
http://www.ed
utopia.org/
digital-
generation-
global-kids-
video

4. MEDIA : UBIQUITOUS
IN TIME AND SPACE
• Availability
Main Features
• Value
• Media
Devices
dominate,
This generation: saturate
Media young
generation people’s
environme
nts

5. PROGRESS THROUGH TIME
Wo r l d W a r I I : filmstrips E d u c a t o r s recognized the
used as training tool for soldiers power of audio-visual
(Lumsdaine & Sheffield 1949) material
I T V in the 50’s and 60’s – E T V in the 70’s: used as a
use of taped lectures complimentary tool in the
classroom
Te c h n o l o g y progresses at unforeseeable pace
Educational standards- based videos are produced
C o n t e n t a n d D e l i v e r y are expanded and
adapted

6. COMMON BELIEFS COMMON USAGE
 Video viewing is a Non- optimal use
passive, superficial  Filling in time
activity
 Dealing with
 In the long run, it classroom
displaces academic
achievement management issues
 I t ’s a h a n d y  Ta k i n g a b r e a k f r o m
alternative for instruction
under-prepared
e d u c a t o r s o r u n r u l y,  Re w a r d i n g p o s i t i v e
undisciplined behaviour
classrooms

7. CURRENT RESEARCH AND SURVEYS EVIDENCE
It is portrayed as “ a complex ,
Video viewing is cognitive activity that develops
an active and matures with the child’s
development to promote learning (
process Marshall, 2002)
Promotes learning in
students even when Brings a wide variety
learners seem to be of multi-media
behaviorally inactive messages into the
(Mayer, 2011) classroom , fostering
and expanding
learning

8. VIDEO: A FORM OF MULTIMEDIA
Conveys- Aural
communicates
information
through
simultaneous
sensory channels Visual

9. WAYS OF LEARNING

10. SIMULTANEOUS LEARNING MODALITIES
Provide information through
Multiple entry points
(Gardner 2006) Multiple Symbol Systems
Richness of incoming information
Multiple-form material
Images text sound
(still/moving)
Higher learning Gains (Kozma,1991)
Caters for: diverse Diverse learning
intelligences styles Diverse modalities

11. BENEFITS OF USING VIDEO AS A LEARNING TOOL
Cognitive level Emotional level
 Relays experience within  Activates emotional states
a language environment and arouses emotions,
and a cultural context addressing a different part
 Affects vocabulary of the brain (limbic
use/expands and system)
enriches vocabulary
acquisition experience  Initiates interest in a topic
 Empowers memory  Increases self-esteem
 Provides content variety  Triggers instinct, impulse
 Increases content  Sparks imagination
transfer

12. BENEFITS OF USING VIDEO AS A LEARNING TOOL
 Fosters problem-solving,  Creates a shared learning
inference drawing skills experience
 Develops characterization and  Sharing and learning within a
understanding of the group context transforms the
plot/scenario/situation individuals ending up in
 Expands Creativity changes within the community
 Boosts communication  Fosters the sense of belonging
(discussion skills, negotiation and connectedness with others
skills)  Gradually transforms value
 Fosters literacy skills ( e.g. systems and long-established
writing skills, school readiness ideas , ending up in more
skills, better test scores) tolerant, more democratic
communities.

13. TYPES OF LEARNERS IT MOSTLY BENEFITS
 Visual-spatial learners
 Economically/socially disadvantaged students
 Second language users
 Special education students with learning disabilities,
health impairments, emotional disturbances ( e.g.
attention deficit disorder, dyslexic learners, autistic)
 Students from rural/remote areas
 Students from both genders
(male-female brain)

14.  Visually rich/strong educational material
 Age appropriate
 Skills appropriate
 Relevance to learners’ interests/preferences
 Content/objectives should be integrated into the lesson/within
the curriculum.
 Graded, student-centered activities should be selected.
 Material should be previewed and prepared
 Purposeful use and procedure, setting clear expectations
( e.g. pique interest, introduce demonstrations, review content,
reinforce content)
 Content should be motivating, enjoyable, humorous
 Provide learners with opportunities for individual thinking and
extension.

15. to relevant
software/hardware.
of the effects of
digital learning.
to prepare functional
and effective in-classroom/out of classroom activities.
to incorporate digital
media in the classroom and implement task-based,
group work activities to engage learners, facilitate
interaction and maximize learning potential.

16. SUGGESTED PREVIEWING ACTIVITIES
 Elicit predictions based on the title or the general
concept of the lesson on focus.
 Introduce a brainstorming activity to expand vocabulary
or generate ideas through web concept maps.
 Introduce warm-up questions to introduce the topic and
associate students’ existing knowledge with new
information.
 Provide students with close-ups, gap-filling exercises or
quizzes and games related to the video theme.

17. A VARIETY OF WHILE-VIEWING ACTIVITIES TO CHOOSE
FROM….
1. Cloze-ups and open/close type questions based on the
script or on teacher’s notes.
2. True/false statements.
3. Multiple-choice questions.
4. Examples to clarify messages/situations/actions
depicted in the video clip or the movie.
5. Comparing and contrasting activities.
6. Giving reasons for actions/events in the story.
7. Active descriptions of characters/scenes.
8. Taking interviews from a character in the story.
9. Role plays
10. Acting out scenes

18. A VARIETY OF WHILE-VIEWING ACTIVITIES TO CHOOSE
FROM …..( CONTINUED)
11. Expression of personal emotions/beliefs/opinions
related to the topic.
12. Sentence repetition exercises/ drills/singing along
activities to foster listening/speaking skills.
13. Direction of students’ focus on various paralinguistic
features to draw conclusions from/ to focus attention
on.
14. Keeping down notes regarding key-concepts or
important events in the story.
15. Matching exercise linking characters in the story to
phrases uttered/to events taking place.
16. Jumbled sentences/ jumbled paragraphs to put in
order.

19. POST-VIEWING ACTIVITIES TO IMPLEMENT
1. Written assignment in the form of an essay, a review ,
a narrative or a letter.
2. Learning log to exercise self-reflection skills.
3. Written assessment of the material used.
4. Reading assignment related to the theme in question.
5. Memory empowerment activities like descriptions of
scenes previously seen or association of scenes and
characters to own experience from real life.
6. Web search related to the theme on focus.
7. Familiarization with interactive digital tools and
software that could be utilized to transform the script
into a digital story or a vocabulary exercise into a
flashcard or quiz game.

20. POST-VIEWING ACTIVITIES (CONTINUED)
 Encourage learning through exploration, interpretation and
assessment of information resources by asking students to
search and compare a variety of search engines or sites
related to the topic.
 Artistic expression, artistic creation through a variety of
activities like drawing , sketching, drama.
 Discussion to raise awareness of issues/concepts previously
kept hidden/unnoticed.
 Expansion of in-classroom activities to out-of- classroom
community service learning.
 Participation and Communication in Global education social
networks.
 Collaborative learning activities that will encourage the
exchange of ideas and the expression of emotions and
personal values, being probably the most crucial factor in
affective learning.

21. VIDEO USE TODAY…
Digitized videos
Stored on a computer server
Accessed at any time/everywhere
through School Network/Streamed over the
Internet/VOD services
TEACHER
• Search for content
• Locate content from a variety of sources
• Use content at the right time

22. DIGITAL CONTENT SEARCH
KEY WORD
Digital
Content SUBJECT
KEY CONCEPT Search AREA
GRADE LEVEL

23. VIDEO CLIPS CAN BE…
Indexed Shared Metatagged
Embedded Edited Segmented
Re-arranged
Integrated into a
playlist Used by multiple
programmes

24. IN SUMMARY
Fast-pacing, fast evolving
Technology
Availability- Vast variety-
Accessibility Richness of material
Learning,
Media potential
Entertainment,
Maximization
Exploration

25. RESOURCES AND CREDITS
 Using Educational Video in the Classroom:
Theory, Research and Practice By Emily Cruse
M.Ed., Curriculum Director, Library Video Company
http://www.safarimontage.com/pdfs/training/UsingEducati
onalVideoInTheClassroom.pdf
 Purposeful Use of Film within the Classroom: Encouraging
Student Engagement Presented by Mandy Latz
 http://www.eslpartyland.com/students/nov/movies.htm
 Listening, Viewing and Imagination:
Movies in EFL Classes Kusumarasdyati Faculty of Education
Monash University Australia
 Movies to increase students’ motivation and production
ETECS 2011, Monica Melendez
 http://ddeubel.edublogs.org/files/2011/06/Using_Video_In
_The_Classroom-20mn397.pdf

26. RESOURCES AND CREDITS (CONTINUED)
 http://iteslj.org/Articles/Canning-Video
 http://www.eric.ed.gov/ERICWebPortal/search/detail
mini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=
EJ500322&ERICExtSearch_SearchType_0=no&accno=EJ5
00322
 http://www.rcgd.isr.umich.edu/life/Readings2007/Mill
er%20video%20reading%201.pdf
 http://eslinsider.com/how-to-teach-english-
videos/lesson-planning

27. Γ. ΢ΕΥΕΡΗ΢, ΕΞΙ ΝΤΚΣΕ΢ ΢ΣΗΝ ΑΚΡΟΠΟΛΗ
Όπως έχουμε έμαμ
οπτικό ορίζομτα,
έχουμε κι έμαμ
ορίζομτα της ακοής
κι έμαμ της αφής,
κι έμαμ της
όσφρησης κι έμαμ
του μυαλού κι
έμαμ….Δε γίμεται μα
πάμε παρακάτω.