INTRODUCTION
Introduction
The rise of modern technologies, including video playback devices and personal computers, has facilitated the widespread integration of multimedia in education While video clips have existed since the late 1960s, recent cost reductions have made them more accessible for various classroom settings, leading educators to increasingly adopt these tools as instructional media Despite this trend, a lack of substantial research has resulted in a reliance on anecdotal evidence, with teaching strategies primarily shared through workshops This study explores the theoretical effects of video on learning and presents two studies that examine its impact in the classroom.
The use of video clips in education has evolved significantly over time, from the early use of 16mm projectors in cave classrooms to today's advanced technology Key changes include a wider variety of video formats, enhanced ease of integration into classroom settings, diverse instructional techniques available to educators, and substantial research supporting multimedia learning as an effective teaching method Modern tools like PCs or Macs paired with LCD projectors and speakers enable seamless incorporation of video clips into PowerPoint presentations on any subject This study explores the current knowledge and gaps regarding the effectiveness of video clips in English language teaching and learning.
Rationale
Successful English teachers tailor their teaching methods to meet the diverse needs of their students and the society they inhabit In the 21st century, where new media significantly influences students' lives, integrating tools like video clips and social networks into EFL classrooms has become a crucial focus of modern pedagogy.
Authenticity plays a crucial role in communicative language teaching, emphasizing the use of video clips in English as a Foreign Language (EFL) classrooms This method encourages English teachers to incorporate diverse topics and activities into their lessons The objective of this thesis is to examine whether teachers effectively implement these varied approaches in their EFL classrooms.
With over fifteen years of experience as an English teacher, the researcher actively seeks innovative methods to engage students in each lesson, frequently utilizing video clips as teaching materials Despite the benefits of these resources, the researcher aims to maximize their effectiveness in the EFL classroom However, discussions about the efficacy and application of video clips often spark controversy among both teachers and students, prompting the research questions for this master’s thesis.
The research aimed to scientifically investigate how English teachers access online video clips to enhance their students' language skills and integration in the classroom.
To have an overview of how effective the use of video clips on the students‟ as well as teachers‟ and students‟ attitude towards English learning and speaking practice
To determine what should be done or changed in use of video clips so as to make the best use of this source of material available
LITERATURE REVIEW
Definition of a video clip
The rise of global internet access has led to the increasing popularity of video clips, which are defined as short segments of video, typically extracted from longer recordings This term combines "video," referring to visual media products featuring moving images, and "clip," which means to cut segments from various sources More broadly, it encompasses any brief video shorter than a traditional television program.
By mid-2006, the online landscape was flooded with tens of millions of video clips, thanks to the rise of new websites dedicated to providing free video content Established corporate sites also began incorporating video clips, fueled by the increasing availability of broadband Internet access This surge in popularity led to a mix of non-exclusive content available on various platforms, while some companies opted to create their own original videos, independent of external creators or amateurs.
The use of Internet video is growing very fast Between March and July
2006, YouTube grew from 30 to 100 million views of videos per day More recent developments include the BBC's iPlayer, which was released for open beta testing in July 2007
Video clips capture significant, humorous, unusual, or impressive moments, sourced from news, films, music videos, and amateur recordings With the rise of technology, clips are now frequently produced using digital cameras, webcams, and mobile phones, alongside traditional high-quality camcorders.
Research on the optimal length of video clips is limited, but Jaworski (1990) suggested that longer clips may lead to decreased attention Sharpe et al (2003) noted that effective video clips should ideally be under 3 minutes Video resources reveal that clip lengths can vary widely, from as short as 27 seconds to as long as 28 minutes Notably, videos on the Teacher TV site typically range from 10 to 15 minutes and include pause sections for reflection However, the content of these video clips, especially when paired with insights from experienced mathematics teachers, teacher trainers, and supplementary materials, may play a more crucial role in their effectiveness.
2.2 Why use video in the classroom?
Incorporating new technologies into teaching solely based on their availability or cost-effectiveness is not a sound justification It is essential to explore the theoretical rationale behind integrating these tools When considering the use of video in the classroom, it is crucial to evaluate the principles of learning and the effects of video on the educational process.
Alessi and Trollip（2001）conclude that there are 4 steps to transferring and acquiring knowledge:（a）perception and attention,（b) encoding,（c）memory, and（d) comprehension
Perception and attention play crucial roles in how learners focus on information within their learning environment As students utilize their senses to gather knowledge, they often face challenges due to the constant influx of various stimuli In a typical classroom setting, educators must actively engage learners to ensure effective information transfer One effective strategy for maintaining student attention is to vary activities and delivery styles throughout lessons.
Encoding is a crucial step in the learning process, as it involves transforming perceived information into a format suitable for storage in the brain Traditionally, ESL classrooms have relied on aural stimuli for encoding; however, research indicates that "dual coding," which incorporates both aural and visual elements, significantly enhances the encoding process for learners (Clark & Paivio, 1991) Mayer (1997) introduced the concept of the "multimedia effect," highlighting the benefits of combining visual and aural information to improve learning outcomes.
Memory is a crucial step in the learning process, enabling learners to recall acquired information Two key principles that enhance memory are organization and repetition, which play a significant role in effectively storing and retrieving knowledge.
The organization principle asserts that information is retained more effectively and for a longer duration when it is structured, while the repetition principle emphasizes that practicing or using information aids in its commitment to long-term memory Alessi and Trollip (2001) suggest that organized information holds greater significance than repetition, despite potential challenges in managing large volumes of data In the context of English as a Second Language (ESL), a common practice involves repeating vocabulary to strengthen memory retention.
Research indicates that comprehension typically surpasses production in children's language development, as they often understand more than they can articulate For example, a child might grasp the meaning of a complex sentence, such as "The ball that's in the sandbox is red," yet struggle to construct a similar sentence on their own.
2.2.2 Video in the ESL classroom
Video materials play a crucial role in second language education by immersing students in the target language within a natural context This approach presents language in a less structured format, allowing English as a Second Language (ESL) students to engage in a more active learning experience By utilizing video resources, learners can enhance their cognitive skills while observing and participating in authentic language use.
To enhance knowledge acquisition, learners should engage with a variety of learning experiences and methodologies, as well as have ample opportunities to interact with their environment (Jonassen, 2000) The integration of multimedia, particularly video materials, in the classroom allows students to experience native speakers using the language, which can alleviate barriers such as geographical limitations and the lack of access to native speakers ESL educators play a crucial role in equipping students with the necessary skills to succeed academically, acquire English proficiency, and effectively communicate their knowledge in English (Kasper, 1999).
Educators play a crucial role in helping students link classroom learning to real-world applications Multimedia-based programs serve as effective tools for facilitating this connection, enhancing students' understanding and engagement with the material.
2.3 A brief history of video clips use in English teaching
The utilization of video recordings for educational purposes has a rich history dating back to the 1960s Sharpe et al (2003) outline significant milestones, starting with Allen and Ryan's pioneering use of video for microteaching in 1969, followed by Greenberg's (1971) integration of video recordings with instructor supervision to enhance physical education teaching Moorland et al (1985) further advanced this approach by incorporating videotaping and telephone conferences to refine teaching practices Jaworski (1990) emphasizes critical considerations regarding both the application of video in teacher professional development and the production of such videos Furthermore, modern technologies, such as videoconferencing, present new opportunities for educational enhancement, as noted by Admiraal et al.
(1999), another opportunity to enhance and improve teaching training and CPD
Hiebert et al (2002) propose the establishment of a knowledge base to compile the collective expertise of teachers, serving as a valuable resource for both novice and seasoned educators They emphasize that making professional knowledge accessible to all teachers fosters collaboration and promotes the adoption of diverse and innovative teaching methods.
A brief history of video clips use in English teaching
The use of video recordings in education dates back to the 1960s, with notable milestones such as Allen and Ryan's microteaching in 1969, Greenberg's enhancement of physical education teaching in 1971, and Moorland et al.'s integration of videotaping and telephone conferences in 1985 Jaworski (1990) highlights important considerations for both the professional development of teachers through video and the production of educational videos Additionally, modern technologies like videoconferencing are transforming educational practices, as noted by Admiraal et al.
(1999), another opportunity to enhance and improve teaching training and CPD
Hiebert et al (2002) proposed the concept of a knowledge base designed to store the collective expertise of teachers, making it accessible as a valuable resource for both new and experienced educators They emphasize that for professional knowledge to be effectively utilized, it must be publicly shared, fostering the adoption of diverse and innovative teaching methods.
The Internet has enabled the development of web-based video libraries that serve as valuable resources for teachers seeking professional development These videos offer clear examples of instructional practices, reducing the ambiguity often found in written descriptions As highlighted in 2002, videotapes of lessons effectively illustrate a teacher's intentions, making them a powerful tool for enhancing educational practices.
Emerging research suggests that video recordings of lessons can significantly enhance professional development for teachers This approach enables educators to reflect on their own teaching methods while also gaining insights into student behaviors, thus fostering a more effective learning environment (Jaworski, 1990, p 60).
While video clips can be beneficial for teacher education and continuous professional development (CPD), several critical factors must be addressed for effective use Simply recording a lesson is insufficient for professional growth Hiebert et al (2002) emphasize the need for a verification process to assess the quality, accuracy, and reliability of the professional knowledge presented in these videos Additionally, Borko et al (2007) highlight the lack of consensus on what defines high-quality professional development.
Research on the use of video clips in education has gained significant attention, particularly through a study supported by the World Bank that focused on Indonesian classrooms This study aimed to analyze teaching practices in 100 classrooms that participated in the 2007 Trends in International Mathematics and Science Study (TIMSS), a global initiative conducted every four years The initial findings of this research were published by the World Bank in 2010, highlighting the importance of video documentation in understanding classroom dynamics.
The TIMSS Video Study of Teaching Practices and Student Achievement in Indonesia employs innovative methodologies previously used in seven other countries This study aims to extract valuable insights through comparative analysis of teaching practices, which can guide teacher reform initiatives in Indonesia, a significant nation in Southeast Asia.
After careful consideration of traditional methods such as teacher interviews, questionnaires, and live classroom observations, the decision was made to utilize videos for documenting classroom activities.
The video study approach offers distinct advantages for analyzing classroom activities, despite being considered intrusive, sometimes even more so than live observation, particularly in communities unaccustomed to video recording However, experience indicates that while students and teachers may initially be distracted by the presence of the video equipment, this distraction diminishes quickly once the lesson begins Furthermore, if video recording is conducted over consecutive lessons, the impact of the camera becomes negligible after the first session Consequently, videotaping can be less intrusive than live observation, particularly when multiple observers are present.
Video study offers numerous advantages that enhance the analysis of teachers' instructional practices Firstly, it allows multiple observers to analyze the same video, thereby improving inter-rater reliability; if initial reliability is lacking, further training can be implemented Additionally, the use of multiple cameras captures various classroom aspects simultaneously, and synchronization techniques help relate these elements effectively Furthermore, videos serve as permanent records of classroom activities, enabling repeated analyses at any time and place Lastly, the ability to pause, rewind, and fast-forward videos facilitates in-depth examination and understanding of teaching practices.
The approach utilized in the study demanded considerable technical expertise and was more expensive than traditional data collection methods like interviews, questionnaires, or classroom observations However, the findings have provided valuable insights for policymakers involved in teacher reform initiatives at the Ministry of National Education.
Potentially positive aspects of using video for English teaching
Teachers utilizing instructional videos observe that students retain information better, grasp concepts faster, and show increased enthusiasm for learning When integrated thoughtfully into lesson plans, videos help students connect different curriculum topics and relate these subjects to real-world contexts.
Jaworski (1990, p 63) argues that the use of video tape as an in-service education tool has a number of potential roles to play including:
• To offset the isolation of teachers who rarely see beyond their own classrooms, by providing glimpses of other teachers at work
• To provide opportunities for viewing other teaching styles and observing other teachers' strategies in the classroom
• To provide a medium for recording and reviewing a teacher's own classroom as an aid to reflection on teaching
Creating a shared experience can serve as a foundation for discussing teaching practices, allowing educators to identify key issues and explore solutions collaboratively within the classroom.
Research indicates that lesson video clips created by teachers for use in their own schools effectively promote reflective practice (Borko et al., 2007) Additionally, fostering a community of trust where trainee teachers feel safe and supported while viewing videos of themselves and their peers is crucial for the successful implementation of video in continuing professional development (CPD).
McGraw (2007) argued that the use of cases in teacher education can:
• Enhance the content and pedagogical content knowledge of practicing teachers
• Assist pre-service teachers in identifying and thinking critically about issues related to their own emerging practices
• Engage in-service teachers and pre-service teachers in considering multiple perspectives and comparing alternative courses of action
Video clips of lessons are widely recognized as effective tools for fostering discussion and reflection among educators (Borko et al., 2007; Sharpe et al., 2003) McGraw et al (2007) found that pre-service teachers gain valuable learning opportunities through case discussions with more experienced individuals Additionally, Santagata et al (2007) emphasize the importance of these discussions in teacher education and professional development.
Video enables repeated viewing and digital access, facilitating deeper reflection and analysis that live observations cannot provide As teaching is inherently a cultural activity, slowing down the teaching process allows for a more critical examination of cultural routines.
Lin (2005, p 351) inquired into the effect of research-based video-cases on pre- service teachers understanding of contemporary mathematics and concluded that:
The use of video cases enhanced the development of pedagogical representation and the ability to recognize complex problem situations from various viewpoints This improvement was significantly influenced by three key factors: the incorporation of vicarious experiences to supplement personal insights, the engagement with thoughtfully curated video cases accompanied by discussions, and journal writing that encouraged deeper reflection.
Hu et al (2000) emphasized the role of new technologies, especially video conferencing, in enhancing teachers' reflective practices Their research in Singapore revealed that streaming lesson video clips facilitates professional development for student teachers by enabling them to share ideas, experiences, and teaching resources in real-time with a broader audience beyond their own schools.
Sherin and Han (2004) highlight the significant benefits of utilizing video for professional development within familiar environments and among trusted colleagues Their research on video clubs for teachers revealed that watching videotapes of their own classrooms fosters valuable insights and enhances teaching practices.
Over the years, the focus in video clubs has evolved from primarily emphasizing the teacher's role to highlighting student actions and ideas Additionally, the discussions surrounding student thinking have progressed from basic restatements to in-depth analyses, reflecting a deeper understanding of their thought processes.
Furthermore, teachers began to reframe their discussions of pedagogical issues in terms of student thinking
The same message emerges from the work of (Boling, 2007; Dalgarno & Colgan, 2007; Nemirovsky & Galvis, 2004; Sztajn, Hackenberg, White, & Allexsaht-Snider, 2007; Van Es & Sherin, 2006).
Problematical aspects of using video for teaching English
Research indicates significant socio-cultural variations in English language teaching at both global and local levels, implying that there is no universally superior method for teaching English Santagata and Barbieri (2005) support this notion in their findings.
Italian teachers favor whole-class instruction over individual seatwork, utilizing teacher-led discussions and demonstrations to convey information effectively They frequently involve students by inviting them to solve problems on the board, encouraging active participation from the entire class.
Italian lessons are characterized by the inclusion of a large number of methodological principles and properties
The effectiveness of standardized English teaching videos may be limited due to the influence of contextual and situational factors in the learning environment.
Fong and Woodruff (2003, p 195) highlighted some difficulties about teachers successfully identifying exemplary practice in video clips They used video vignettes as a tool for teaching.
Summary
The integration of videos in English teaching is appealing and has some backing from various reports, yet several critical issues must be addressed Primarily, the use of video clips in English education lacks sufficient research, with limited studies focusing on aspects such as video content, ideal duration, and the quality of visuals and sound.
Research indicates that effective use of video in English teaching requires consideration of local contextual factors Videos created by teachers for their specific classrooms are often more impactful than standardized videos intended for broad use The TIMSS studies highlight that there is no one-size-fits-all method for teaching English, as cultural differences can significantly influence teaching approaches.
To effectively utilize video recordings for English teaching, it is essential to assess their suitability through a thorough screening process Additionally, the context in which the video is presented significantly influences its effectiveness as a learning resource.
Incorporating video clips into the ESL classroom can be both enjoyable and beneficial, but it requires careful planning to maintain structure Without a clear framework, the class may devolve into chaos To ensure effectiveness, it is recommended to use short video segments paired with engaging activities.
To effectively utilize video clips in English teaching, educators should select appropriate videos aligned with their objectives, identify the target skills to be developed, and provide clear instructions and an outline of procedures in advance.
Videos play a significant role in fostering discussions and reflections on English teaching practices, particularly among groups of students at similar proficiency levels By serving as a catalyst, videos can enhance conversations within these groups, leading to valuable insights and deeper understanding of the subject matter.
METHODOLOGY
Research questions
The aim of this research project is to investigate the use of video clips in ELT
To obtain this aim, this research project will try to address the following questions:
1 To what extent are video clips used in English language classroom at the upper secondary school?
2 What purposes do teachers have for using video clips in English language classrooms?
3 What experiences do teachers and students have in using video clips for English language teaching?
4 What suggestions do teachers have for using video clips in English language teaching effectively?
Participants
The study involved two groups: 87 English-major students and 12 English teachers from an upper secondary school in Ha Tinh province Detailed demographic information for both student and teacher participants is provided below.
Table 3.1 Demographic information of student participants
Current Major English, maths and literature Accumulated English learning experience 5 - 9 years
English oral proficiency level Pre - Intermediate
Table 3.2 Demographic information of teacher participants
Accumulated English teaching experience 8 - 23 years
Degree of English Bachelor of Art
Participants in group 1 were English-major students selected based on their performance in speaking, listening, language use, and writing exams Despite studying English for over five years at lower secondary school, where spoken English is minimally taught, they had limited opportunities for communication and interaction in English The resources available to enhance their English skills were underutilized, leading to feelings of shyness and fear of making mistakes due to their pronunciation and accent Additionally, some perceived speaking as tedious and unnecessary Throughout the research, they engaged with at least one video clip per week, which helped them incorporate video content as a valuable source of information and motivation in their learning process over nearly nine months.
Groups 2 included 12 teachers of English Faculty in an upper secondary school in Ha Tinh, most of whom were experienced and enthusiastic They had also been trained in many courses in teaching methods Video clips had been considered one of useful teaching tools in their school for several years.
Instruments
In this study, data was collected using survey questionnaires, which were chosen for their numerous advantages The conclusions drawn from the questionnaire results highlight the effectiveness of this method in gathering valuable insights.
Questionnaires are a cost-effective method for collecting quantitative data, as they require minimal resources By simply distributing printed sheets with questions to the target audience and requesting their responses, researchers can efficiently gather valuable insights.
Questionnaires are a practical and cost-effective method for data collection, allowing for flexibility in targeting specific groups They enable researchers to customize questions and formats, whether open-ended or multiple-choice, facilitating the gathering of extensive data on various topics.
Questionnaires offer rapid results and scalability, allowing for quick and easy data collection through online and mobile tools With this approach, insights can be obtained in as little as 24 hours, depending on the required scale and reach of the responses.
Questionnaires and surveys enable the collection of information from a vast audience globally, as they can be distributed online to anyone with an internet connection This accessibility allows for targeted market research at a low cost, overcoming geographical barriers However, it's crucial to consider cultural differences among individuals and countries when conducting international research.
Using questionnaires in research doesn't require a scientific background, as many survey providers focus on quantitative data that simplifies result analysis Platforms like Survey Anyplace offer user-friendly tools that enable easy interpretation of reports and visualizations, allowing us to efficiently convert our data into actionable insights.
Questionnaires are a versatile tool that can comprehensively address various aspects of a topic, allowing researchers to ask numerous questions While it's important to keep individual questionnaires concise to avoid frustrating respondents, their efficiency, cost-effectiveness, and ease of delivery make it beneficial to create multiple interconnected surveys.
In our thesis, we developed two distinct questionnaires—one targeting teachers and the other for students Each questionnaire was meticulously crafted based on insights gathered during the research process, aiming to uncover comprehensive answers to the research questions outlined earlier.
The first questionnaire for teachers consisting of 30 questions Questions
The article explores the integration of video clips in educational settings, beginning with an analysis of their prevalence in classrooms It then examines the various purposes for which educators utilize videos, followed by insights into their personal experiences with video clips as teaching tools Finally, the article concludes with suggestions from educators on optimizing the use of video clips in the learning process.
The second student questionnaire included 12 questions centered on the use of video clips in English teaching It assessed the frequency of video clip usage in classrooms (questions 1-3), the teachers' intentions behind incorporating these clips (questions 4-10), and the students' experiences in lessons that utilized video clips (the final two questions).
Here I enclosed the questionnaires as Appendices
The research was conducted restrictively in an upper secondary school in
Ha Tinh province is home to a school with a strong educational tradition and a community that values English learning Established 50 years ago, the school has achieved significant success in teaching and learning, particularly in its English faculty, which comprises 12 qualified teachers with degrees in English education from Vietnamese universities As a leading institution in the province, the school emphasizes innovative teaching methods, recognizing English as a key subject for student development Teachers and students effectively utilize video clips in lessons, facilitating a smooth progression of research throughout the academic year.
Questionnaires for different groups of participants were utilized as the principal data collection instruments Firstly, 87 questionnaires were delivered to
In a research study conducted in Ha Tinh province, 87 students and 12 teachers from the same school participated by completing a questionnaire Prior to distributing the questionnaires, the researcher explained the purpose of the data collection and reviewed the questions to ensure clarity and understanding among participants Additionally, the researcher assured both students and teachers that their personal information would remain confidential and not be disclosed under any circumstances.
The questionnaires aimed to assess students' attitudes towards the use of video clips in English language learning Additionally, they gathered insights from both teachers and students about the frequency of video clip usage in their educational practices Participants were encouraged to share their personal experiences with incorporating video clips into their learning and teaching processes.
Finally, the data were discussed, analyzed and generalized so that feasible solutions could be offered to help students improve their English language skills
At the end of the research, we were glad to find that the questionnaires designed could clearly lead to intensive findings in the target topic, which is, the
The use of video clips in the EFL classroom was effectively researched, highlighting the importance of integrating both quantitative and qualitative data The questionnaires utilized were appropriate and provided valuable insights into the research setting, demonstrating their relevance and utility in enhancing the learning experience.
FINDINGS AND DISCUSSIONS
Results
This study primarily investigates the frequency and reasons behind the use of video clips in English speaking classrooms by both teachers and students, as well as effective strategies for incorporating these resources into English language instruction Quantitative data was collected through two types of questionnaires: one for teachers and a Vietnamese-translated version for students These questionnaires utilized a five-point Likert scale, with scores ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) The mean scores and standard deviations were calculated for each item, with a mean score above 3 indicating a positive attitude towards the use of video clips in teaching English.
In the study, a neutral attitude was indicated by a mean score of 3, while a mean score below 3 reflected a negative attitude The researcher transcribed responses to two open-ended questions to explore individual attitudes regarding the use of video clips in English teaching and learning The findings, summarized in the table below, highlight the perspectives of both students and teachers on the investigated issues.
This chapter outlines the findings from the questionnaires, focusing on the use of video clips in English language classrooms It begins by detailing the extent of video clip utilization, followed by an analysis of teachers' objectives for incorporating these resources into their lessons Additionally, it highlights the experiences of both teachers and students with video clips, concluding with recommendations for educators on effectively integrating this material into their English teaching practices.
4.1.1 The extent of video use in class
The data generally show that the teachers tended to use video clips quite frequently
According to Figure 4.1a, over 41% of teachers reported using video clips for instruction at least weekly, while more than 60% expressed a tendency to incorporate video clips during lesson preparation Additionally, all teachers acknowledged the importance of utilizing video clips as an effective teaching tool, with only two teachers indicating they did not use video clips weekly.
Figure 4.1.1a the extent to which the teachers used video clips in teaching
English according to the teachers’ answers
According to the students (whose answers were reckoned in Figure 4.1b), mean scores of their teachers‟ frequency of using video clips were positive (4.3 with
SD 0.8 for the choice that their teacher used video clips at least once a week, and 3.7 with SD 0.9 for the tendency that their teacher used video clips whenever he/ she had a chance) This shows an optimistic attitude of teachers as well as students towards using video clips in English language classroom Especially, no answers for strongly agree of the three questions from both teachers and students
Figure 4.1.1b the extent to which the teachers used video clips in teaching
English according to the students’ answers
The analysis of the figures indicates that video clips are increasingly becoming a popular tool for teaching the English language Many educators incorporate video clips into their lessons at least once a week, utilizing them whenever possible to enhance the learning experience.
A significant 66.6% of teachers consistently express concern about incorporating video clips into their English teaching activities, with half of them strongly agreeing on its importance Only 33.3% were uncertain, and notably, no teachers disagreed, indicating a positive shift in attitudes towards using video clips for enhancing teaching methods This awareness among educators about the effective use of video clips suggests they are more likely to embrace and optimize these resources in their teaching practices.
Figure 4.1.1c Whenever I plan my lessons, I often think of ways to use videos for teaching
Teachers prioritize the effectiveness of video clips and student attitudes towards their use Notably, half of the surveyed teachers reported regularly seeking student feedback on video usage, a sentiment echoed by over half of the students This positive response motivates English teachers and opens new avenues for integrating technology into the English teaching and learning environment.
Figure 4.1.1d I often get feedback from students for using videos in class
Figure 4.1.1e My English teacher often gets feedback from students for using video clips in class
4.1.2 Purposes of using video clips in teaching
Figure 4.1.2a The purposes for which the teachers used video clips in teaching
English according to the teachers’ answers
The data illustrates that English teachers utilize Internet video clips for various educational purposes A significant number of educators believe that these videos effectively aid students in self-practice and enhancing their pronunciation Additionally, 40 to 50 percent of teachers incorporate videos to introduce new target languages, topics, or relevant information related to their English lessons.
Half of the teachers firmly opposed the notion that they utilized video clips in their teaching merely for entertainment or to ease the demands of their job.
Our findings revealed that teachers exhibited uncertainty regarding the objectives of incorporating video clips into their lessons For instance, 75% of teachers responded neutrally when asked if they used video clips to teach songs and chants in English lessons Additionally, the proportions of teachers selecting neutral or agree responses were similar for several questions related to the purposes of video usage Notably, neutral responses dominated for statements 6, 12, and 14 This highlights the need for strategies to assist teachers in establishing clear goals and a positive attitude toward the effective use of video clips in their teaching.
Figure 4.1.2b The purposes for which the teachers used video clips in teaching English according to the students’ answers
Students had slightly different perceptions than their teachers regarding the use of video clips in English lessons While there was some confusion about the objectives, over 40% of students agreed that video clips were utilized to warm up the class and introduce useful language elements such as words, phrases, idioms, and structures Conversely, a significant majority, 67.8%, disagreed that video clips were solely used for relaxation, with a mean score of 2.2 (SD 0.9).
Figure 4.1.2c Comparisons between teachers’ and students’ ideas about using video clips in English lessons to break the ice and warm up
The survey revealed varying perceptions regarding the use of video clips in English lessons for ice-breaking and warming up; while 25% of teachers were uncertain about this approach, 46% of students supported it, with an additional 1.1% expressing strong agreement, resulting in a positive mean score of 4.0 (SD 1.0).
Figure 4.1.2d Comparisons between teachers’ and students’ ideas about using video clips in English lessons to introduce the useful languages: words, phrases, idioms, structures…
A survey revealed that 33% of teachers were uncertain about incorporating video clips in English lessons to teach vocabulary, phrases, idioms, and structures, while only 11.5% of students shared this uncertainty In contrast, 37.9% of students strongly agreed and 42.5% agreed that they valued the use of video clips for learning new material, indicating a positive reception of this teaching method.
Figure 4.1.2e Comparisons between teachers’ and students’ ideas about using video clips in English lessons just for fun
A significant disparity exists between teachers' and students' perceptions regarding the use of video clips in education While 50% of teachers disagreed with the notion that they used video clips merely for entertainment, only 10.3% of students concurred, with over 40% remaining uncertain This suggests that the effectiveness of video clips in teaching may be limited, as they fail to leave a lasting impression on students regarding their educational purpose.
4.1.3 Teachers’ and students’ experiences in using video clips in EFL classrooms
Figure 4.1.3a Teachers’ ideas about the statement “I find teaching English speaking by videos really useful because it’s easy for my students to remember and practise”
Discussion
This study aimed to explore the trend of incorporating video clips in upper secondary school English as a Foreign Language (EFL) classrooms, a practice that has gained attention in recent years within English teaching methodologies.
In today's fast-paced technological landscape, it is essential for teachers to leverage digital resources to enhance the effectiveness of their teaching While many educators have incorporated video clips into their English lessons, there is a lack of focus on the effectiveness and frequency of their use A year-long research study aims to explore how video clips can be utilized in the classroom to improve learning outcomes.
The investigation into the use of video clips in teaching revealed that nearly all teachers incorporate them into their lessons, aiming to enhance student engagement and foster a positive learning environment Approximately 50% of educators indicated that they utilize video clips to break the ice and warm up the classroom atmosphere This trend highlights the increasing integration of technology in education, particularly with the popularity of platforms like YouTube and Vimeo English teachers, in particular, are more proactive in exploring innovative teaching methods compared to their peers in other subjects (Borg, 2014).
Teachers who invest time in selecting suitable video clips gain a deeper understanding of their impact on language learning When teaching English, it is essential to focus on practicing new sounds, pronunciations, and structures to facilitate effective language acquisition.
A survey of 60 teachers revealed that 66.6% utilized video clips to introduce new topics and enhance language learning The primary purpose of incorporating video content was to make lessons more engaging and facilitate easier access to the new language, ultimately aiding students in better memorization of key concepts.
Video clips have evolved from mere visual aids to valuable sources of moral guidance in education Teaching transcends the mere transmission of language knowledge; it encompasses the holistic development of students, fostering critical thinking and personal growth According to research, 67% of teachers believe that educational video clips enhance students' understanding and critical thinking skills In an observational study of a lesson on family life, a teacher effectively utilized the video clip "One-eyed Mother" to illustrate the sacrifices parents make, demonstrating the impactful role of video in teaching.
A mother selflessly donated her eye to her son after he suffered an accident as a child, leaving many students in tears while watching the video clips of this poignant story When the teacher prompted a discussion about parental sacrifices, numerous students reflected on the profound devotion their parents have shown them The emotional impact of the video led to heartfelt conversations about parental love and sacrifice, highlighting the deep appreciation the students felt for their parents at the end of the lesson.
Incorporating video clips that highlight moral lessons and cultural characteristics can significantly enhance students' emotional development during the teaching process By utilizing these visual aids in English language instruction, teachers can gain valuable insights into students' perceptions and comprehension, allowing for a deeper understanding of their emotional states and responses to learning activities Consequently, leveraging video clips in education can foster self-respect, emotional intelligence, sentimentality, and a sense of responsibility among young learners.
Enthusiastic teachers play a crucial role in effective teaching and learning Many educators are eager to embrace new technologies and enhance their teaching quality However, implementing innovative teaching methods demands significant time, effort, and proper guidance Consequently, numerous teachers recognize the necessity for comprehensive training to meet the increasingly demanding requirements of their profession.
Teachers face significant challenges in selecting and utilizing effective video clips for their lessons, struggling to engage students and maximize the use of these resources A lack of adequate facilities and equipment in schools hinders their ability to teach effectively Over 86% of teachers express regret that insufficient resources limit their capacity to incorporate visual aids in English instruction.
The key takeaway from the study is that the majority of teachers demonstrated enthusiasm and support for incorporating video clips into their teaching While they expressed some uncertainty regarding the specific purposes and potential side effects of using video content, they were committed to learning and enhancing their skills in this area.
Both teachers and students enthusiastically embraced the use of video clips in the classroom Students appreciated the teachers' thoughtful preparation and understood that these clips served a purpose beyond entertainment; they were designed to introduce new knowledge, convey important information, and teach essential moral lessons and social skills.
Nearly 60 per cent of the students involved in the research agreed that their English teachers tended to use video clips whenever they had a chance, and 74 per cent claimed that they learned not only English language but also moral lessons and educational information from video clips, which strongly approved the effectiveness of using video clips for both teaching and educating the students
So long as the teachers and students do not hesitate to apply video clips, they will surely make more use of this useful and educational tool
Research on the use of video clips in English language teaching, particularly in Ha Tinh province, remains limited As an experienced English teacher with over fifteen years in upper secondary education, the author has dedicated efforts to investigate the utilization of video clips in schools This exploration aims to enhance the use of visual aids in teaching and provide educators with a deeper understanding of the effectiveness of these resources in the classroom.