Effective use of video in a classroom is contingent on a few factors, particularly when being used as a language learning resource. Our approach assures that media is not merely a replacement for a textbook or other style of factual resource. Instead, it develops a new system of interaction in which students listen to, process, engage with and exchange knowledge. Additionally, they explore information about the real world in English, while using English in a communicative style rather than just as a requirement for a grade or test. Lastly, children are also developing skills in independent learning and making use of media and resource finding skills.

 

Begin by showing the video to the class in a group setting. Allow the video to play from beginning to end. Begin a discussion surrounding what has been understood and inquire if there is anything specific the students don’t understand or have questions. For example; What country did we learn about in the video? What information was interesting to you? Was there anything you do not understand? Can you tell the person sitting next to you one thing that you learned while watching this video? This discussion activity should ideally be conducted in English or as much English as your students can provide.

 

Replay the video to the group. During this second screening, pause the video after each segment or piece of content. When the video is paused, ask questions to the students to check for understanding. For example; What has been spoken about? Can you name the animals that were discussed? What languages are used in this country? These questions begin to expand the knowledge being drawn from the group. This process is a more interactive and engaging video experience that will help with communicative English language use and comprehension as well as recollection in the activities.

 

Another possibility is to allow the students to interact with the video media themselves either individually or in small groups (provided a high technology ratio). Allow them to watch the video, pausing it where needed and replaying sections they like. Encourage discussion amongst the groups while viewing. Lastly, allow the students to rewatch the content whenever required while completing the activities. The purpose of these activities is not to memorise facts learned, but rather to develop self-reliance in research, and returning to this video as a resource encourages this objective.

 

Lastly, encourage your students to watch the video again at home or to discuss the content they have learned at home. This does not need to be a traditional homework activity but rather an invitation to expand learning beyond the classroom. Share the website link with parents so they may watch the videos together or perhaps ask your students to help share their new knowledge with their family at home by telling them what they have learned. Follow up through discussions at the beginning of the next ESL class. For example: Who showed their family at home the video? Who talked about what they learned about [the country being studied] at home? Did your family members enjoy learning about this? Did they know anything about the country themselves? Was it fun to teach your siblings or parents new things? Did you enjoy the experience of sharing knowledge?

 

Employing these strategies should ensure holistic and engaging learning for the students in which video encourages critical thinking and conversational skills. Moreover, we hope your students will develop intrinsic motivation to learn and improve their English skills without them even knowing it!