Sáng kiến kinh nghiệm Using student-created video to improve students’ interest in speaking English at high school

Nội dung tóm tắt: Sáng kiến kinh nghiệm Using student-created video to improve students’ interest in speaking English at high school

1. Here are some images cut from student’s videos. Group 1: Role-play: introducing the post office to a stranger 23
2. Group 2: An interview with post office and customer Groups 3: Sending a gift from London to Vietnam 24
3. Groups 4: Buying clothes and get them from shipper 25
4. Group 5: Sending a package Group 6: An interview of the post office quality 26
5. Group 7: Sending a package 27
6. Group 8: Sending and receiving a package You can watch videos in the following link or see them in the VCD attached. 7bV 5. Evaluation All groups must send their videos to the teacher before the speaking lessons. In addition, the leaders of each group also send their assessment about the participation of their own groups’ members. In the speaking lessons, the teacher will show each group’s work in turn and ask for the evaluation from other groups and individuals by using the evaluation form prepared by the teacher. The final mark for each student is the average mark of all evaluation from the teacher, the leader, and other groups. Here are the evaluations for the theme “The post office” 28
7. III. ACHIEVED RESULT By using videos created by students themselves. The author came to the findings related to a video-making project conducted in a micro-reality context of English language learning at Anh Son 2 high school. It reveals some empirical evidence fostering the students’ experience when they were exposed to a video-making activity. They worked with 4-5 students forming a team with different responsibilities for each person such as: one was an interviewer; one was an interviewee, and another was a cameraman. The team worked together starting from the preparation to the production of the video. During the project, the students were exposed to a series of activities that built their knowledge and understanding about the meaning-making practice in each process they had experienced. Below are some outstanding results. 1. Students develop competences ❖ Autonomous study and creative Competence: Students actively participate in the stages of the learning process: receiving tasks, searching, selecting, and processing information, designing, and presenting the products etc That also requires and encourages responsibility and creativity of students. ❖ Cooperative Competence: This is expressed in group work: planning of activities, assigning appropriate tasks for each member in the group, mutual help, collaboration with each other, with teachers to complete the project properly. As a result, the participants raise their responsibility for the working process. ❖ Digital Competence: To make videos, students explore technology strength, the Internet, use computers, camcorders, cameras, etc and produce lots of impressive videos. It was the process of making videos that improved student's digital competence a lot. ❖ Evaluation Competence: By carrying out the projects of making videos, students have built up a self-assessment skill that bases on the criteria of the evaluation forms designed by the teacher: The leader evaluates his / her group members, the groups evaluate the other group's performance exactly and objectively. 2. Student’s interest in speaking English is getting higher and higher. Before applying this method to teach speaking English at some classes, the writer carried out a survey (using questionnaire) and found that nearly 90 percent of the students at our school feel bored with speaking lessons and they are not motivated to speak English. However, using student-created video as a meaning-making process to teach speaking lessons has brought out a surprising result. About 80 percent of students have changed their ideas. They said that speaking lessons are not boring and tasteless like ones before. Speaking English is not too difficult for them, and they are not shy when speaking in front of the class. Moreover, they could 30
8. confidently communicate with others in English. Up to now, my students have been loving speaking lessons more and more. 3. The study’s applicability This research could be likely to be applied widely at high schools in the country because it brought to the teachers as well as the students many benefits. For English teachers, this research may provide them with an interesting new way to teach speaking English effectively and increase student’s interest in speaking English. This study might provide recommendations for English teachers at Anh Son 2 high school and teachers from other schools to prepare more effective English-speaking lessons so that learners’ speaking performance would be improved not only in classrooms but also in real situations in society. For students, making videos by themselves gives them more opportunities to speak and communicate in English orally confidently outside the classroom and make them more and more interested in learning English. PART III: CONCLUSION Creating a video was not the main point of this research, but it was supposed to see what was happening during the process that made learning meaningful. Working on a video project is one of the many meaning-making processes which can promote the students’ active learning and increase students’ interest in learning speaking lessons. The positive aspects of student-created videos are deeper learning; more engaging learning; more active learning; experiential learning; more personal involvement – students must take ownership of their ability to acquire knowledge; and a more entertaining and engaging experience. In addition, students have an opportunity to bond with fellow students outside of the classroom in a more meaningful and profound manner. Projects can be selected that connect students closer to each other, the university, the community, and the world. Informed by the process of student-created video strategy, learning can be activated if they are involved in the learning process rather than treating them as passive learners. Therefore, they can directly experience the pace and the real context of learning in which the activity triggers their participation and engagement as active learners, decision makers, and problem solvers. This teaching experience has achieved the goals and tasks set out and the writer does hope that this research would bring some benefits for the teachers and students at high school who find speaking lessons not interesting as expected. I would like to express my gratitude to my dear students and colleagues giving assistance to me to complete this teaching experience. Although I have made every effort, it is impossible to avoid some shortcomings. Therefore, I look forward to getting your contribution to perfect my research as well as further study. 31
9. PART IV: REFERENCES Baker, A. (2016). Active learning with interactive videos: Creating student- guided learning materials. Journal of Library & Information Services in Distance Learning, 10(3-4), 79-87. Granville, S. (1997). Transforming literacy practice: Surviving collisions and making connections. Teacher Development, 1(3), 465-479. Kelly, R. (1985). Video and language learning: An approach to viewing comprehension. RELC Journal, 16(1), 52-67. Mangal, S. K. (2007). Essentials of educational psychology. PHI Learning Pvt. Ltd Naqvi, S. (2015, September). Student created digital video and language learning: Voices from Omani classrooms. In Third 21st CAF Conference at Harvard, in Boston, USA (Vol. 6, No. 1). Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59(2), 56-59. Shih, R. C. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6). Shrosbree, M. (2008). Digital video in the language classroom. The JALT Call Journal, 4(1), 75-84. Wagener, D. (2006). Promoting independent learning skills using video on digital language laboratories. Computer Assisted Language Learning, 19(4-5), 279-286. Wagener, D. (2006). Promoting independent learning skills using video on digital language laboratories. Computer Assisted Language Learning, 19(4-5), 279-286. 32
10. PART V: APPENDIX 1. Survey questionnaire YES NO 1. Speaking lessons are challenging 2. I am interested in speaking English 3. Activities in classroom are attractive 4. I communicate in English confidently during the lessons. 5. I no longer feel anxious to communicate with others in English. 6. I have many opportunities to speak in English. 7. I have many opportunities to coach my friends. 8. I have many opportunities to be involved in real life communication situations. 2. Link for student’s videos 7bV 33