Using Tailor-Made "YouTube" Videos as a Preteaching Strategy for English Language Learners in Morocco: Towards a Hybrid Language Learning Course

Autor/in	Seilstad, Brian
Titel	Using Tailor-Made "YouTube" Videos as a Preteaching Strategy for English Language Learners in Morocco: Towards a Hybrid Language Learning Course
Quelle	In: Teaching English with Technology, 12 (2012) 4, S.31-49 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Foreign Countries; Video Technology; Social Media; English (Second Language); Second Language Learning; Blended Learning; Technology Uses in Education; Educational Technology; Program Effectiveness; Qualitative Research; Statistical Analysis; Student Attitudes; Teaching Methods; Student Surveys; Grammar; Writing Skills; College Students; Morocco + Suchen Sie Ihr Suchwort? Ausland; Soziale Medien; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Qualitative Forschung; Statistische Analyse; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Grammatik; Writing skill; Schreibfertigkeit; Collegestudent; Marokko
Abstract	This paper introduces the use of technology in the classroom and highlights the growing challenges and opportunities teachers face in its application. One specific technique, the use of teacher-made and annotated "YouTube" videos to preteach class-specific course content for English language learners is presented. These videos were created to (1) be under five minutes, (2) annotated with text to reinforce the key concepts, (3) specific to the teacher's classes and not necessarily for a wider audience, and (4) offer in-class incentives for online work. Qualitative and quantitative results of the use of this technique are described over four semesters of data, two before the preteaching videos intervention and two after. The results conform to the previous research about preteaching in specific and the use of technology overall, but isolating the particular effect of the preteaching videos on learning remains a point for a future study. The paper concludes with a summary of the results and a discussion of the increasing role of technology in teaching and an exhortation for classroom teachers to make the most of these tools to remain relevant to learners. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01