Video As a Motivational Factor in Teaching and Learning English
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MASARYK UNIVERSITY FACULTY OF ARTS Department of English and American Studies Video as a Motivational Factor in Teaching and Learning English Diploma Thesis Bc. Zuzana Bzonková Brno, 2018 Declaration I, Zuzana Bzonková, hereby certify that this thesis has been written by me, and I properly cited and listed all the sources, references and literature I used. November 30, 2018 Bc. Zuzana Bzonková Supervisor: Ailsa Marion Randall, M.A. Acknowledgements I would like to thank my supervisor Ailsa Randall for her kind guidance, quick responses and good ideas she provided me with during the process of working on the thesis. I am also grateful to my family for their psychological support, and to Tasnim Hussain Brunecká and especially to Stephanie Owens, who generously agreed to proofread some chapters. And last, I would like to give a ‘thank you’ to Nicola Catherine Fořtová whose online course “ICT in ESL” was a source of inspiration and useful material and online tools not only for this thesis. Abstract The objective of the thesis was to examine how audio-visual material is utilised by Czech language teachers in public primary and secondary schools and how it is used by students themselves outside the classroom. General guidelines and ideas have been provided for incorporating video content into the classroom. Another aim was to provide readers with online resources of audio-visual material suitable for use in the classroom, as well as software for editing and creating audio-visual material. The research questions were: How frequently do Czech language teachers use video clips in their lessons?, What are the barriers to teachers using video more often?, Are learners motivated by video in English and capable of finding appropriate audio-visual learning content online? and What strategies do successful students undertake for learning an L2? The research showed that there is a strong influence of YouTube and YouTubers on students’ intrinsic motivation, in some cases integrative. The variety of strategies young learners employ is broad, but video is the most popular. The vast majority of Czech language teachers include video clips in their lessons several times a month. Major obstacles that stop them from using it more often are lack of time for preparation, overloaded curricula and insufficient technological equipment. Keywords Czech school, classroom, English teachers, successful learners, motivation, audio-visual material, video, video content, clip, authentic video, film, sitcom, teaching, learning, English, foreign language, ESL, YouTube, YouTube channel, YouTuber, guidelines, online resources, lesson plans, activity, technology, software Table of Contents Introduction ............................................................................................................................................. 1 1 Motivation ............................................................................................................................................. 2 1.1 Intrinsic, extrinsic, integrative and instrumental motivation ................................................. 4 1.2 How to augment students’ motivation ..................................................................................... 5 2 Benefits of using video in the classroom ......................................................................................... 6 2.1 Communicative competence ...................................................................................................... 9 2.2 Authentic video material ........................................................................................................... 10 2.3 Conclusion .................................................................................................................................. 12 3 Guidelines for using video in the classroom ................................................................................. 14 3.1 Possible drawbacks .................................................................................................................... 18 4 Ideas: What to do with video in the classroom ............................................................................. 19 5 Research .............................................................................................................................................. 32 5.1 Research questions ..................................................................................................................... 32 5.2 Experimental group 1: Teachers .............................................................................................. 33 5.2.1 Questionnaire ...................................................................................................................... 34 5.2.2 Teachers’ responses ............................................................................................................ 35 5.2.3 Second phase of research - interview .............................................................................. 46 5.2.4 Conclusion ........................................................................................................................... 49 5.3 Experimental group 2: Successful learners ............................................................................. 51 5.3.1 Interview .............................................................................................................................. 52 5.3.2 Learners’ responses ............................................................................................................ 54 5.3.3 Conclusion ........................................................................................................................... 64 6 The use of video in the classroom .................................................................................................. 66 6.1 Lesson plans including video clips .......................................................................................... 67 6.2 Locating lesson plans with video content .............................................................................. 68 6.3 More video material ................................................................................................................... 69 7 Online resources with audio-visual material .................................................................................. 74 7.1 YouTube channels ..................................................................................................................... 74 7.2 Other websites with video content .......................................................................................... 88 8 Tools and software for audio and visual material ...................................................................... 117 8.1 Programmes for creating and editing video ........................................................................ 121 8.1.1 Free video programmes .................................................................................................. 121 8.1.2 Paid video programmes .................................................................................................. 122 Conclusion .......................................................................................................................................... 124 References ........................................................................................................................................... 126 Summary .............................................................................................................................................. 132 Appendix ............................................................................................................................................. 134 Lesson plans including video clips .............................................................................................. 134 Lesson 1: Impasse ..................................................................................................................... 134 Lesson 2+3: What is love? ....................................................................................................... 138 Lesson 4: Bluebird .................................................................................................................... 149 Lesson 5: Bootlegging and speakeasies .................................................................................. 154 Introduction I have decided to focus on the topic of audio-visual material in teaching and learning foreign languages because I feel that the use of video to support language learning is worthy of further attention. Many teachers may feel the need to implement it into their lessons, whether or not they are prepared. Even the young generation of teachers may not feel well prepared for teaching with video, partly because universities have not adapted their curricula to meet current needs, and they still teach with out-dated methods which depend largely on the text book. Since English is my field of expertise and most teachers who participated in my research taught English as well, the results I obtained are related to teaching and learning English as a second language (ESL). I have been interested in trends at Czech public schools, both primary and secondary (including grammar, high and vocational schools), and lessons delivered by Czech teachers, i.e. non-native speakers. A big part of my interest lies in the experience of the learners themselves and thus half of the research was