HUTECH UNIVERSITY
USING YOUTUBE VIDEOS AS A TEACHING RESOURCE IN ENGLISH LANGUAGE TEACHING
STUDENT NAME: NGO THUY NHA TRUC
STUDENT NUMBER:1641900080
COURSE NAME: TECHNOLOGY IN LANGUAGE TEACHING
SUPERVISOR:DR. DANG TAN TIN
TABLE OF CONTENTS
TOC o “1-3” h z u 1.INTRODUCTION PAGEREF _Toc512379235 h 22.LITERATURE REVIEW PAGEREF _Toc512379236 h 22.1. Benefits of the use of video in ELT PAGEREF _Toc512379237 h 22.1.1.Presenting authentic language PAGEREF _Toc512379238 h 22.1.2.Motivating PAGEREF _Toc512379239 h 32.1.3.Developing language skills PAGEREF _Toc512379240 h 3?Videos and listening skills PAGEREF _Toc512379241 h 3?Videos and speaking skills PAGEREF _Toc512379242 h 4?Videos and reading skills PAGEREF _Toc512379243 h 4?Videos and writing skills PAGEREF _Toc512379244 h 42.2.The incorporation of YouTube video in language classroom. PAGEREF _Toc512379245 h 53.IMPLICATIONS OF INCORPORATING YOUTUBE VIDEOS IN EFL CLASSROOM IN THE CONTEXT OF VIETNAM PAGEREF _Toc512379246 h 63.1.Advantages and disadvantages of incorporating YouTube video in English language teaching PAGEREF _Toc512379247 h 63.2.Suggestions for English language teaching by using YouTube video PAGEREF _Toc512379248 h 6
INTRODUCTIONWith the rapid development of technology, using videos in assisting language teaching is popular among scholars and teachers. Many researchers have investigated into the effectiveness of videos in language teaching and learning process. With the enormous online video database and popularity, YouTube is known as a resource to aid language teaching and learning among educators. This essay will discuss about the incorporation of YouTube videos into EFL classrooms in Vietnam
LITERATURE REVIEW2.1. Benefits of the use of video in ELT Presenting authentic languageAccording to Herron (1994), using video provides the students with authentic language and cultural information. Burt (1999) also claimed that incorporating videos into EFL classroom is considered to create authentic language learning environment for the students. He pointed that videos present the authenticity because they expose the real language and normal speed with genuine accents. Authentic video materials offer real situation, hesitations, and other features of native speakers’ speech (Potosi et al. 2009). This is especially important to EFL leaners because videos could compensate the lack of natural environment and native speakers. Besides, Martinez (2002) stated that using authentic materials gives many advantages. First, they provide language variety of the target language which helps learners aware of different dialects. Second, creating comfortable environment is another benefit of using authentic materials.
Learning English is learning not only the linguistic knowledge but also the culture of English speaking countries. According to Berwald (1976), authentic materials are known as the best teaching material because it provides students with cultural information. Furthermore, Supyan Hussin, Nooreiny Maarof, ; D’Cruz, (2001) declared that using the authentic video offers the students linguistic knowledge as well as its background, history, and culture.
MotivatingUsing video in foreign language teaching and learning motivates the students to engage the classroom activities (Hammer, 2001). He pointed out that moving visual and sound elements raised learners’ interest. When they hear and see the target language, they can understand easily through native speakers’ gestures, mine, facial expressions. Ismaili (2013) claimed that video has the exposure to students to real language and helps them to be accustomed to the culture of those using the target language. These provide motivation in the learner (Ellis 1997). In addition, video brings the culture in the classroom which interest learners. The appeal of popular culture could be used to motivate learners (Cheung 2001).
Motivation is an essential element determining success in learning a language. Motivation not only enhances learners’ willingness to learn but also develop their desire. Lile (2002) considered that motivation is the backbone of ESL classroom. Therefore, many scholars propose incorporating video into language classroom (Berk, 2009). Berk indicated that video is an effective teaching tool in language classroom. It creates learners’ interest, improves the attitudes of learners toward learning, makes learning fun and enhances the creativity of learners…
Developing language skillsVideos and listening skillsAmong the four English skills, listening is the most difficult for EFL learners (Bacon, 1989; Farrell and Mallard, 2006). The learner’s attention is a major problem in listening practice. Long tapes make learners distracted easily. Therefore, it is necessary for language teachers to have interesting and stimulating teaching aids to attract their students’ attention. According to Heinich, media can be a way of encouraging learners to participate in learning and getting their interest. In addition, audio visual media motivates learners. This enhance learners’ participation in listening practice. (Hurby, 2010)
Furthermore, students learning aurally and visually outperformed those learning only aurally and had a lower cognitive load (Diao, Sweller, and Chandler, 2007). These studies proved that using videos is an effective way to enhance listening to comprehension.
Videos and speaking skillsVideos can be used for developing speaking skills in a number of different ways. Video helps the learners know how to use the appropriate words in different contexts (Washburn 2001). He emphasized that video gives the learners the chance to observe forms and patterns of pragmatic language use. Besides, it exposes the audiences a great variety of real interaction and interlocutors with various permutations of status, gender, settings, and formality. Furthermore, the interaction includes verbal communication as well as non-verbal features such as body language, facial expression, gestures. Therefore, the exposure to the authentic materials is a factor contributing success in speaking skill and video can be valuable tool in language teaching.
Sherman (2003) declared that films exposed the learners to diverse elements of spoken communication. They are a powerful tool for improving learners’ pronunciation and intonation. Moreover, Khan (2015) investigated the use of films on improving learners’ communicative skills. She concluded that audiovisual aids like films are a valuable resource in teaching speaking skills.
Videos and reading skillsYunus, Salehi ; John (2013) asserted that visual aids like pictures, videos draw students’ attention in reading. They claimed that reader feel more engaged with the text through visual aids. Ko?ksal (2004) stated that teachers can make reading classes more interesting if they integrate film versions of novels into in-class reading activities.
Weyers (1999) indicated the combination caption-on and caption off activities provide students with practice reading skills. As a result, they enhance this skill. Markham & Peter (2003) revealed that video with captions are effective tools for improving listening and reading comprehension skills.
Videos and writing skillsVideos are considered a teaching source which improves the writing skills. Rachmah (2011) carried out the study on the effectiveness of video clips in improving learners’ writing skills of narrative texts. The researcher claimed that videos are useful media in enhancing the learners’ ability in writing narrative texts.
Nur (2012) found that using video in teaching writing improves learners’ ability in exploring organizing ideas, selecting suitable words, making a grammatically correct sentence. Harmer (2001) also asserted that through watching video, learners can get ideas. Moreover, Nurmillah (2010) says that fairy-tale movie creates students’ motivations in learning writing skills.
The incorporation of YouTube video in language classroom.Recently investigators have examined the effects of YouTube videos on language teaching and learning. Alwehaibi (2015) indicated that YouTube are considered as an essential language teaching material.
According to Berk (2009), the essential part of teaching language in classroom is using YouTube videos. He indicated a wide variety of benefits of incorporating videos in classrooms.
Attract learners’ attention;
Encourage learners to imagine
Reduce anxiety and stress
Connect teacher to students
Set a friendly and relaxing learning environment
Provide memorable images
Create a chance of expressing opinions freely
Develop learners’ creativity
Stimulate learners to participate in learning process
In general, YouTube videos are ideal tools for teaching and learning a language. They offer learners supplementary materials to enhance learners’ skill and motivation. Besides, YouTube provides teachers with enormous motivational materials for different language learning purposes in various creative ways. YouTube videos assist teachers in demonstrating variety of English to learner in an authentic way.
IMPLICATIONS OF INCORPORATING YOUTUBE VIDEOS IN EFL CLASSROOM IN THE CONTEXT OF VIETNAM
Advantages and disadvantages of incorporating YouTube video in English language teaching
As what have just discussed about the benefits of using video, I recommend that video could be an effective and appropriate resource to facilitate language teaching in the context of Vietnam. First, YouTube videos allows teachers to explore of various kinds of authentic materials. An average of 65000 new videos all over the world are being uploaded on YouTube (Herwibowo, 2010). Authentic materials are known as the best kind of materials. They are especially important to the Vietnamese learners, who are living in the lack of natural environment and native speakers. Authentic materials enable Vietnamese students acquire real language and culture about that target language. Second, YouTube as a resource for language teaching is free and easy to use. YouTube site allows teachers to access and download any videos on YouTube without paying for them. Besides, YouTube users only type the topic of a video, YouTube offers various categories of videos.
However, there are some certain challenges that need to be considered in the context of Vietnam. The first problem is Internet connection. YouTube requires users to connect the Internet. Therefore, it would be a difficulty in Vietnam where the Internet connection is absent or slow. Another challenge is technical problem. Using videos in classrooms requires users to use certain software or convert YouTube videos into the other format. However, these are barriers for most of Vietnamese teachers who lack technological skills.
Suggestions for English language teaching by using YouTube videoI suggest some guidelines in using YouTube videos for language teaching which could be applied in the context of Vietnam
Teachers should spend more effort and time on selecting appropriate videos utilized into EFL lessons. Teachers should not choose videos with violence and adult content. They should choose the videos matching learners’ English level of proficiency. The videos with familiar topics also are highly appreciated. Video materials that are far higher or lower than their English proficiency will not hold students’ attention.
Teachers must examine the language of video materials. Non-standard English in videos can be negative influence on the learners.
To pay students’ attention and help the learners understand the content better, teachers should use many techniques in classroom such as pausing a movie, playing back some episodes several times, dividing an entire movie into several parts in the teaching process.
Teachers should have opportunities to attend workshops, training about technological skills.
REFFERENCES
Alwehaibi, H. O. (2015). The Impact of Using YouTube in EFL Classroom on Enhancing EFL Students’ Content Learning. Journal of College Teaching ; Learning, 12(2), pp. 121-126
Berk, I. A. (2009). Multimedia teaching with video clips: TV, movies, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), pp. 1-21.
Burt, M. (1999). Using videos with adult English language learners. Retrieved from http://www.ericdigests.org/2000-2/videos. htmCheung, C. K. (2001). The use of popular culture as a stimulus to motivate secondary students’ English learning in Hong Kong. ELT journal, 55(1), pp. 55-61.
Ellis, R. (1997). The study of second language acquisition. Oxford, UK: Oxford University Press
Lile, W. T. (2002). Motivation in the ESL classroom. The Internet TESL Journal, 8(1).
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Cambridge: Longman.
Herron, C. (1994). An investigation of the effectiveness of using an advance organizer to
introduce video in the foreign language classroom. The Modern Language Journal, 78(2), pp. 190-198.
Khan, A. (2015). Using Films in the ESL Classroom to Improve Communication Skills of Non-Native Learners. ELT Voices, 5(4), pp. 46-52.
Markham, P. L., & Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), pp. 331-341.
Martinez, A.G. (2002). Authentic materials: An overview. Karen’s Linguistics Issues, pp. 1-7.
Supyan, H., Nooreiny M. , ; D’Cruz, J. (2001). Sustaining an interest in learning English and increasing the motivation to learn English: an enrichment program. The Internet TESL Journal, 7 (5).
