Toyo University, Japan
Videos have become more and more a part of the language learning class. Within the context of smartphones being a more likely student accessory than a pencil case, it is no surprise that student made videos are now part of the teacher’s repertoire. In the communicative language teaching (CLT) arena, video projects provide meaningful tasks which rely on the use of authentic language and student generated material. Working in small groups, the projects produced are assessed for grading and the association with Task-based language learning becomes very obvious. Video projects involve real life students, their friends and interests, making for a far more motivating output than any decontextualized course book could offer. Experiential learning as articulated by David A. Kolb is hands on where the process itself is key. Through teacher facilitation, students do pre-tasks leading to a final tangible (and enduring) video product. Learners can review each other`s works and as well as past videos to inspire and finetune further projects. It becomes a motivating and self-perpetuating force taking on a life of its own with some video`s reaching ten thousand views – that’s good revision!
The above abstract is a part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.TLLL.IR), 31 January-1February 2019 , Ahwaz.
