Today, perhaps more than ever before, it’s important to recognize that “learning is a lifelong experience” and is also the main element to the future we want for ourselves. Thus, with tireless attempts, people always want to explore different ways of learning and teaching. Nowadays, lifelong learners are recognized by advanced learning technology to framework and set up their lifelong learning process. Computer systems and the web have damaged through school wall surfaces, giving students higher opportunities to customize their education, access distant resources, receive extra help or more-challenging tasks, and engage in learning in new and unique ways. It has turned into a fantastic resource for anyone desperate to learn or practise a spanish, especially English.
A key aspect in the process of learning a words is repeated exposure to the words in its natural form, in a real-life context. Thus, video recording as an instrument for education can bring multiple benefits for both teachers and students in cases like this. Money and Time are a couple of things which were creating so many hurdles in being able to access the authentic video content in the past (Tarunpatel, 2009). But today the English Language teaching process has been energized with the introduction of YouTube, a popular video writing website where users can upload, view, and show video clips means it has become a wonderful tool for teaching and learning. The convenience is the fact English learners need to pay nothing to access to a seemingly endless way to obtain spoken and articles at anytime o the day via YouTube. A recent article in Wired cites claimed that an average of 65, 000 uploads and 100 million videos viewed each day on YouTube (Godwin-Jones, 2007). YouTube is progressively being utilized by educators as a pedagogic resource for everything from worthy events to “slice of life” videos used to teach student in British classroom. So the question to be increased is “How do we as educators indulge the YouTube?” Therefore, the target of this newspaper will be on the strategies and benefits associated with using Youtube in teaching and learning English. This study hope to shed some light on finding out new trends in education make students more prepared to learn the dialect.
If you are a dynamic internet consumer, it is most likely which you have heard of YouTube before, but there are many individuals who are actually unsure about what it is. If you are one particular, it is recommended that you should think it is out, or you will be passing up on one of the better online experiences, ever before. Inside the first part of the paper, the writer would like to give you an overview of YouTube.
YouTube was founded by Chad Hurley, Steve Chen and Jawed Karim. Hurley and Chen developed the idea for YouTube in 2005 after having experienced difficulty writing videos that had been shot at a dinner party.
YouTube is a mixture noun of “you” and “pipe”, where “Pipe” is American slang words means television set, so YouTube would mean something similar to a “TV in the hands”. It is video-sharing service that enables users upload documents to YouTube servers. Apart from content that is unpleasant or illegitimate, videos can be animations, video footage of public events, personal recordings of friends, practically anything a user wants to create (informational, entertaining, or strictly personal) One of an emerging class of social applications, YouTube allows users to create and tag videos, watch those put up by others, post feedback in a threaded dialogue format, seek out content by keyword or category, and create and participate in topical communities. It ties into several blogging applications, giving users a quick way to blog about a particular video and carries a link to it (Educause learning effort, 2006).
According to Educause learning initiative (2006), YouTube is free and designed for everyone, through you must register with the site, creating a account in order to post videos or comments. Videos which include tags, categories, stations and a brief description can be public or restricted to members of specified contact lists. Several tools allow visitors to evaluate videos to locate those of interest. Links allow a individual to talk about a movie through e-mail, add it to a list of favorites, post a text-based or video comment about any of it, and read others responses. In the mean time, YouTube also allows videos managed on its site to be embedded in other Webpages, such as blogs or personal Web sites. In addition, videos generally stream easily.
The total free and conveniences of YouTube are opening the knowledge of online video to a variety of users. It draws people the opportunities for expression through videos by self-publishing, and making content designed for anyone interested in consuming it. The website further engages users, offering them into an environment that encourages them to connect to new people, view and show their own views as be parts of the community. Therefore, YouTube is casing a revolution amidst the educations with amazement and a certain amount of enchantment. It really is discovered that YouTube contains hundreds of, thousands of educational video clips and becomes a foothold in academics as well as in commercial trainings. Many organizations are beginning to realize the power of Web music and video to get their announcements across to customers, people, investors, and employees. This consists of training classes, professional speeches, product demonstrations, video news releases, shareholder conferences, and coverage of commercial events.
In addition, The site offers users in to the experience of taking a look at video and interesting with the content as commentators and creators, activities that heighten students’ aesthetic literacy, an important skill in the current electric culture. Many teachers believe that the act of fabricating content-in practically any form-is a very important learning exercise, aiding create a deeper knowledge of the subject subject and the various tools used to set-up that content, enriching lessons and bringing lessons to students who are home sick and tired, and take the learner’s imaginations. To the extent it helps such creation, it has the potential to expose students to new insights and skills, as well as website link these to various online communities. As the social-software software, it is part of your style among Net Era students to replace passive learning with active involvement, where everyone has a tone of voice, anyone can contribute, and the worthiness lies less in the content itself than in the systems of learners that form around content and support one in learning goals (Educause learning initiative, 2006). On March 2009, it lauched YouTube EDU, an educational hub “volunteer project sparked by several employees who wished to find a better way to acquire and highlight all the fantastic educational content being submitted to YouTube by universites and colleges” (Arrington, 2009).
As training video recorders have become less expensive and available to use, it is not hard for anyone to make a video, so we should have a careful look at the use of videos in education Whatley and Armad (2007, p. 186) exhibited that video recording, as an instructional tool and a communication medium has been trusted over last two decades in class room, is a blend of your moving image and associated audio, so whereas an music recording provides voice or sound alone, video keeps the aesthetic cues that are essential for full knowledge of the communication. Training video, as an educational multimedia, can provide vibrant information to articulate tacit information and knowledge difficult to accomplish through text or verbally (Goodyear & Steeply, 1998, p. 16).
There are several ways to make use of video in teaching, including “talking head” lectures (images of the lecturer’s face and shoulder blades), interviews, video tutorial diaries, recordings, demonstrations and instructions. Broadband link with the Internet enables us to disperse the recordings online for the benefit for students, providing for increased accessibility for any. We are now looking for ways to use video in more imaginative ways, which can be pedagogically sensible, and help students to attain learning outcomes, leaving using video in the same way a demonstration tool, to utilizing it also as a tool for networked learning (Young & Asensio, 2003).
According to Nash (2009), there are in essence five different types of video recording in education, which contain the potential for various and observational learning:
1. Demonstrations of types of procedures and skills: These are often professionally produced and are integrated within the web modules (economics, technicians, technology, etc). Because students will learn what they are observing, it is important to show the procedure done effectively. If not, they maybe learn the incorrect approach, therefore the videos should be careful when showing problems.
2. Movies, television, and film: Excerpts or snippets from tv and movies can be used to illustrate certain factors in a course. It is an chance to view critically, and to make contacts between course content and examples. Active viewing, with the help of guided questions is a good idea; normally, it is too easy to become a passive, uncritical audience.
3. Reports and documentaries: Some textbooks, such as Cengage, have made ABC Information videos available. The Finding Channel, the History Channel, and other documentary suppliers are eager to sell their content to improve curriculum. Students may be learning only 1 side of a story.
Instructor-posted video tutorial content: Instructors may create their own content (introductory videos, explanations, more), often by sitting in front of their webcams and simply recording themselves as they sit at their personal computers and talk. Other trainers may post or embed videos they find on YouTube or in other locations.
Student-posted YouTube videos: Students may post them as an illustration of a point made in the online community. They might be posting videos as a part of an e-portfolio. In either case, it is important to bear in mind that any assault, aggression, or antisocial behavior that is enacted will be learned by the viewer.
We are believed training video can be a powerful educational and motivational tool; however, the energy lies not in itself but in how we used it as a means toward reaching learning goals and objectives. YouTube is currently increasingly being used by educators as a pedagogic resource from the latest occurrences to lifestyle videos used to teach English for students. Relating to Duff (2008, p. 126), video learning shouldn’t be passive. They are some guidelines relating to the specific use of training video to promote dynamic viewing and maximize learning:
1. SEGMENT- Allow your students to watch the video in short segments
2. Records- Videos are suitable for producing note-taking skills. Take down notes on the first viewing, then rewind, replay and check them. This can be done separately or collectively as a class conversation / brainstorming treatment.
3. PAUSE- Use the “pause” feature to briefly stop the tape and allow your students to try to predict/recall exactly what will happen next.
4. SOUND OFF- for video tutorial sequences that rely on visuals, turn the sound off and narrate. This system works especially well for listing the steps of an activity.
5. PICTURE OFF- Utilize the audio clues to spell it out what’s on screen. Compare the predictions with the actual video.
6. LISTEN UP- Students concentrate on specific dialogue to hear top features of pronunciation.
7. SCRAMBLED GLOSSARY- Students put phrase cards in the correct order as they listen to a clip.
8. PREVIEW- each video recording carefully to find out its suitability for the lesson’s aims and student’s learning outcomes.
9. INTEGRATE- the video into the overall learning experience by adding an experimental element of the lesson. Activities can be done prior to viewing; to set the level, review, provide qualifications information, identify new vocabulary words, or even to introduce the topic. The activity can be done after viewing to reinforce, apply, or extend the info conveyed by this program. Often the training video can provide as an release or motivator for the hands-on activity to come.
10. CUT-use online video editors like www. cuts. com or www. eyespot. com to fully capture the ideas that are most relevant for your lesson topic. It is pointless and time-consuming to display a program in its entirety. When previewing a program, look for sections specifically relevant or useful to the lessons or activity prepared.
11. Target- give students a specific responsibility while browsing. Introduce the video with a question, things to look for, unfamiliar vocabulary, or an activity that can make the program’s content more clear or meaningful. By charging students with specific taking a look at responsibilities, teachers will keep students “on task” and guide the learning experience to the lesson’s objectives.
12. AFTER – when students have looked at the video recording consider; what interested them? What didn’t they understand? How will you relate the program to their activities and emotions? Ask the students to add feedback / blog on the video tutorial. How can you validate and appreciate diverse reactions to the materials? Professor can ask students to view a picture then write about what they have witnessed.
Below are some specific types of approaches to making use of YouTube in to the teaching and learning experience:
YouTube can be used to generate a learning community where everyone has a tone, anyone can add, and the worthiness lies evenly within the creation of this content and the sites of learners that form around content found out and distributed. (Educause Learning Initiative, 2006);
Allow your students to create a short video as part of an analysis item instead of the traditional article. Becoming involved in the creation of the video recording, “heightens a student’s aesthetic literacy, an important skill in the current digital culture” (Educause Learning Effort, 2006);
Record a video recording of a guest presenter relevant to your articles and use the YouTube comments feature to generate some talk;
The use of video tutorial also has several advantages over visual and textual advertising. For example, portrayal of principles involving motion, the alteration of space and time; the observation of dangerous operations in a safe environment; dramatization of historical and complex events; demonstration of sequential procedures the viewers can pause and review (Misanchuk, Schwier & Boling, 1996);
It is said that images can be well worth 1000 words, and moving images, as training video, can add authenticity to the portrayal of theoretical material. Video can allow upgraded communication of lecture materials. The English terms professor has been using video as an instructional tool and a communication medium for educating English in since many years ago. The organizations like BBC and CNN have even made billions of dollars advertising the video tutorial content for coaching purposes, but also for last three and a half years, at YouTube, anyone can post / access to a number of different feature video content and never have to pay something.
The first type is created by language educators who explain grammar factors or give various kinds of lesson in the language. Often, you can access a variety of videos where people whose profession is to instruct the language will sit down and teach you a grammar point or two. This is actually the most well suited for beginners
The second type is created by native speakers of the words you are trying to learn. You’ll find video sites and other styles of entertainment videos which are probably the best for intermediate or advanced levels. Usually these kinds of videos are fun to view, so you won’t feel much like “studying” or “carrying out work”.
Besides, YouTube contains great amount of video recording in many domains for users to choose, a few of which is strongly suggested in education. The website is recognized as a huge collection for English educators with a number of ways of ranking:
Auto & vehicles
Film & Animation
News & Politics
People & Blogs
Pets & Animals
Travel & Event
In addition, the video’s quality is relatively good and users can make the quality degrees of video (standard, high and classification high).
Besides, there a wide range of English channels from native teacher, non-native instructor, or British organizations (ETS, BBC, Havard. . ) for learners to take pleasure from on YouTube. After viewing or learning, they can sign up for video-conferences to go over or increase their concerns by comment (Joe, 2009).
For occasion, On March 17th 2009, ETS officers announced the unveiling of TOEFL TV and indicated it was the official TOEFL channel on YouTube. The route includes videos by instructors and students giving tips for improving English-language skills, videos by test, and videos by students about how exactly they prepared for the test. “Certainly we wish these videos to be fun and helpful for students to view, and we also believe teachers can combine these videos to their lessons as teaching tools. ” says Gena Netten, TOEFL Brand Manager (2009).
Koumi (2006) has explained three major value of videos such as: cognitive value, experiential value, and nurturing value to instructions. These functions have been mapped to existing online videos from sites such as YouTube. Cognitive value may be added through strategies such as animated diagrams to show procedures, use of real world examples, or demonstration of skills by experts. The experiential value of videos is illustrated through clips that get real-world occasions that are strange, dangerous, or involve interactions among people or family pets which may be difficult to replicate. The nurturing value of videos is unveiled through the impact on motivation or attitudes.
It is clear that learning in a school room or from a reserve is one thing, but when students end up among people using the dialect in natural chat, they often struggle to understand and feel overwhelmed or out with their depth. Videos, such as those available on YouTube, show real speakers in an all natural environment engaging in real cultural situations. The benefit here’s that you can view again and again and never have to ask a person to duplicate. To make the task of understanding even less overwhelming for learners, it would be useful, when working with such videos, to pre-teach key vocabulary that may very well be unknown, a recognized technique in words coaching (Richards, 1992).
The real good thing about YouTube, at least from a language learning perspective is that it provides authentic examples of everyday English used by people (Beare, 2008), “has potential to web page link students to various social network”(Ybarra-Green, 2003)and “helps students to explore online British learning choices” (Godwin-Jones, 2007) “One of the better ways to learn English is to connect to other English sound system, and YouTube allows students to do that through training video, ” says Gena Netten, TOEFL Brand Manager. And former ESL Professor “Not only will nonnative English speakers be getting tips about how precisely to improve their English; they’ll also be able to make their own videos to practice” (Ewing, 2009).
At the same time, use of videos permits teachers to add the students to the “real life” nature of the videos. By creating context for these brief videos students can be helped to explore an environment of online British learning options. Some teachers disclose “YouTube videos enrich lessons and bring lessons to students who are home tired, and catch the learner’s imaginations”. Students in many contexts have said they like video tutorial activities because they offer a rest from the most common textbook-based activities, and even when the activities test them, video learning is more enjoyable (Tarunpatel, 2009).
Besides, Videos have been up to date everyday which makes YouTube to be unlimited resources for folks. It’s estimated that 15 time of new videos are uploaded to the site every minute and that in 2007 YouTube consumed just as much bandwidth as the complete Internet in 2000 (Arrington, 2009). Easy access to the videos by all students should reduce the amount of time that tutors spend accomplishing this in the foreseeable future.
Therefore, YouTube videos can be utilized in an British language teaching class room for various teaching (vocabulary, pronunciations, translation, etc). You can find two ways to teaching and learning from Youtube. They may be on YouTube and on other websites that are inlayed by youTube videos.
You and I were all students once, and everything know how boring and monotonous classes could be if the training resources are limited to textbooks only. It really is wondered imagine if we could make our classes more educational but nonetheless interesting? In this part, the copy writer wish to represent a sample lessons of using YouTube training video in an English class. In doing this, it is hoped to enhance English classes, eventually making them more fun for both English instructors and students.
The video I’d like to introduce lengthens 5:40 minutes. That is about Susan Boyle who is very famous for her tone and her fantasy. This is received 45, 443, 686 views and stored increasing now. You may download the video here http://www. youtube. com/watch?v=RxPZh4AnWyk
Aim: Practice Listening& Speaking
Objective: By the finish of the lessons, students will be able to Understand about Susan’s life and her ability.
Materials : YouTube video
T provides short launch to Susan video tutorial. “Susan Boyle, a 47-yr old unglamorous Scottish girl, astounded the judges and the audiences in it contest of Britain’s Got Talent. Susan Boyle Singing Brings Tears to Eye of everybody, Everywhere”
Pre- show vocabulary: Britains Got Talent: Cu»c Thi T i nng n »c Anh
T shows the videos for Students and asks students to view carefully.
T gives some discourse questions for students
– T asks Students to work in couple.
– T telephone calls on some communities and assessments their vocabulary, pronunciation.
T lets student to create a Susan’s biography.
As a fresh educator, the writer wants the best methods to help students in their learning. It really is believed that there are improved method of helping by using learning technology progress, which are becoming less expensive everyday. Taking good thing about improvements in technology combined with appropriate learning theory supports the advice that students should be uncovered repeatedly to the topic through different delivery methods to allow them to ‘absorb’ the subject matter. Therefore, the rise of video-sharing solutions (besides school room lecture, PowerPoint-slides take note, handouts and tutorials) have opened new choices for education, are another sensible and officially possible means of obtaining this. While video has long been found in education, there’s nothing you’ve seen prior been such a massive quantity of brief video clips shipped through the Web, especially YouTube. The documents and data shown in this statement display how YouTube is certainly a powerful technology, and if used correctly really can improve coaching and coaching techniques. The usage of YouTube training video as an educational tool has a very positive interpretation for both students and educators. These pilot analysis conclusions have implications regarding to provide the use of YouTube in class and online programs, as well as perhaps to scholar users as well.