THE USE OF VIDEOS TO IMPROVE
STUDENTS’ SPEAKING AND
LISTENING SKILLS: LITERATURE
REVIEW
by
Baskın KAYA
CONTENT TABLE
My Question
 The Purposes of Video Use
 Literature Review of Listening, Speaking and
Video
 A Look at Videos from 3 different perspectives
 What do/should we do with videos in our classes?
 Suggestions (Programs)
 Sample video clips

THE QUESTION
‘How can we improve both listening and speaking
skills of students through the use of videos?’
THE PURPOSES OF VIDEO USE
to change basically the passive viewing habits of
students
 to enhance the amount of comprehensible input
of students
 to enhance the amount of comprehensible output
of students
 to enable students to develop pragmatic
competence in speaking

LITERATURE REVIEW (LISTENING)

1.
2.
3.
4.
5.
The Comprehension Approach (Richards and
Rogers, 1986)
Comprehension skills preceding productive
skills
Delaying the teaching of speaking until
learners’ being more familiar with the target
language
Transferable skills acquired through listening
Focus on meaning rather than form
Minimizing learner stress
LITERATURE REVIEW (LISTENING)

1.
2.
3.
4.
The Natural Approach (Krashen and Terrell,
1983)
Comprehension coming before production
Certain stages of language production
Syllabus and content with communicative goals
rather than linguistic structures
Classroom environment should be conducive to
learning
LITERATURE REVIEW (LISTENING)

1.
2.
3.
4.
Total Physical Response (Asher, 1977)
Students’ being exposed to large amount of
language input before speaking
Delayed oral production
Psychomotor associations (Command forms)
Lowering the learners’ affective filter and stress
level (students only listen)
LITERATURE REVIEW (SPEAKING)
Method/Approach
Treatment of Speaking
Grammar Translation
No speaking or listening
Audio-Lingual Method
Emphasis on repetition and oral drills
Direct Method
Teacher talking, controlled speaking activities
Silent Way
Speaking centered around grammatically sequenced forms
Suggestopedia
Students’ listening to reading by teacher, then engaging in
controlled speaking
Community Language
Learning
Teachers as ‘human computers’
Comprehension App.
More emphasis on listening and reading
Natural App.
Early emphasis on listening, delayed speaking
TPR
Students rarely talk, they use physical response to show
listening comprehension
Communicative Lang.
Teaching
Speaking for communication, authentic speaking activities
Task Based
Speaking for authentic tasks to achieve real- world tasks
LITERATURE REVIEW (VIDEO)



The absorption of knowledge from vision is seven
times as high as audition (Chuang, 2004).
Visual memory is 83% in human memory, but the
audio memory is only 17%.
Computers allow teachers to add multisensory
elements, text, sound, pictures, video, and
animation, which provide meaningful contexts to
facilitate comprehension. (Butler- Pascoe&
Wiburg, 2003)
VIDEO AS AUDIO/VISUAL INPUT
Videos provide a more complete content of
actions, gestures and pictures
 They allow for easier ‘mental processing’ because
the images on screen are representations of
relatively lifelike people or objects
 They offer contextual clues
 They make the spoken language more
comprehensible

VIDEO AS CULTURAL INPUT
Videos offer an authentic look at the culture of
both second language learners and target
language community
 They offer numerous topics for cross-cultural
discussions and writing
 They give students a chance to relate what they
see in videos to their own culture
 Through video viewing, teachers motivate
students to make everyday TV watching a
learning activity

VIDEO AS PRAGMATIC
COMPETENCY INPUT
Through video material, students:

are able to observe and participate in a more active
learning experience, thereby maximizing the use of several
cognitive skills to comprehend.

can experience native speakers with different social status
at various levels or in different contexts.

are exposed to several samples of speech acts performed by
real people in a typical way.

To perform according to imposition, social distance,
and social status of the interlocutor the necessary speech
acts such as to apologize, request, refuse, compliment,
wish, complain, allow, advise, order, beg, …
WHAT ABOUT US AS GEDIZ UNIVERSITY?

What are we doing?

What can we do further?
READING
What do we do?


Short videos after each unit
Heavy focus on vocabulary
What can we do?



Videos as materials for post-discussion speaking
activities
We can ask the students to draw parallels between
what they watch in videos and what they have read
Give the script of the video out of order and ask the
student to put them in order. Then, make them check
their answers while watching the video
WRITING
What do we do?

No videos for writing class
What can we do?
Show only the pictures (Silent viewing)
 Play only the soundtrack
 Show pictures to some and let others listen to
sountrack (split viewing)
 Play the pictures and soundtrack together
 Play the beginning
 Play the end
 Leave out the middle
