Digital videos in the English as a Second Language classroom

Abstract

This study aimed at investigating the use of digital videos for L2 development, with the specific objectives of identifying the: 1) frequency of use and the sources of the videos, 2) selection criteria and instructional use, and 3) perception of their benefits. Data were collected by means of a questionnaire with thirteen English teachers from extracurricular courses offered at the Federal University of Santa Catarina. The results showed that 8 teachers reported using videos about 20% of their classes; 1, 40%; 1, 60%; and 3, 80%. Most teachers use videos from YouTube, TED talk videos, DVDs in general, and videos accompanying the textbooks. For the selection criteria, teachers use: video length, authenticity, difficulty level, topic adequacy in relation to the topic in class, grammar and vocabulary presentation in context; and for the instructional use, videos are used mostly to teach vocabulary and grammar, introduce and explain the topics related to the unit, contextualize the language and foster topic discussions, show diversity of language with abstract/poetic language, promote skills development, and prepare for activities. The perceived benefits include contextualization and authentic use of the language, language use in its natural pace, topic introduction and explanation assistance, attractiveness and engagement, delivery of visual input, and use of subtitles. The possible conclusions are that digital videos are present and can contribute for L2 development, and that teachers are capitalizing on their best use in their L2 classrooms.