Using my own videos to teach vocabulary and grammar
Loading...
Authors
Martínez, Alfredo Patiño
Issue Date
2021
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study was conducted at a public secondary school in Tlapanaloya, Tequixquiac, State of Mexico. An English teacher focused on his Grade 1A class, which included 36 students aged 11-12 at CEFR A1 level. Students were enthusiastic learners, attending three one-hour English lessons per week. He explored the use of his own instructional videos for teaching vocabulary and grammar.
Aims: The research aimed to evaluate the effectiveness of the teacher's self-created videos for enhancing student understanding of vocabulary and grammar. It sought to determine students' perceptions of the videos, their usefulness in learning, and areas for improvement.
Methods: The teacher used a student questionnaire, a video journal, and video analysis. The questionnaire, written in Spanish, gathered feedback on video content, clarity, and presentation style. The video journal captured the teacher's reflections on his goals and teaching process, while video analysis evaluated specific features like visuals and pacing.
Findings: Students appreciated the videos, finding them interesting and helpful for understanding and retaining vocabulary and grammar. They suggested improvements, including using more visuals, speaking more slowly, and incorporating more Spanish explanations.The teacher implemented these suggestions by creating new videos with detailed outlines, additional images, slower pacing, and clearer bilingual explanations. Students responded positively to the changes, noting improved clarity and usefulness. Video analysis confirmed the successful integration of these modifications.
Implications: This study highlights the potential of teacher-created videos as an engaging tool for language instruction. Teachers might learn from this approach to actively seek student feedback and adapt content accordingly. Incorporating bilingual explanations and pacing adjustments can cater to students' varying language levels, while using visuals enhances comprehension.
Aims: The research aimed to evaluate the effectiveness of the teacher's self-created videos for enhancing student understanding of vocabulary and grammar. It sought to determine students' perceptions of the videos, their usefulness in learning, and areas for improvement.
Methods: The teacher used a student questionnaire, a video journal, and video analysis. The questionnaire, written in Spanish, gathered feedback on video content, clarity, and presentation style. The video journal captured the teacher's reflections on his goals and teaching process, while video analysis evaluated specific features like visuals and pacing.
Findings: Students appreciated the videos, finding them interesting and helpful for understanding and retaining vocabulary and grammar. They suggested improvements, including using more visuals, speaking more slowly, and incorporating more Spanish explanations.The teacher implemented these suggestions by creating new videos with detailed outlines, additional images, slower pacing, and clearer bilingual explanations. Students responded positively to the changes, noting improved clarity and usefulness. Video analysis confirmed the successful integration of these modifications.
Implications: This study highlights the potential of teacher-created videos as an engaging tool for language instruction. Teachers might learn from this approach to actively seek student feedback and adapt content accordingly. Incorporating bilingual explanations and pacing adjustments can cater to students' varying language levels, while using visuals enhances comprehension.
Description
Keywords (free text)
english as a foreign language , teacher-created videos , vocabulary learning , grammar instruction , student feedback , bilingual education , exploratory action research