Authentic Video Research Articles

The Role of Listening in Increasing the Intensity of EFL Training within Self-Regulated Learning: a Correlation Study

The article considers skills of learners to implement active listening, which influences the overall language training activities while self-independent learning. The relevance of the study refers to the fact that most researches on the issue are related to psychological and pedagogical aspects as well as basic techniques of teaching listening. This work states the hypothesis about the key role of authentic audio and video listening as a means of stereotyping the ways of EFL learning. The purpose is to empirically present the influence of students’ auditory skills in increasing their EFL practice in reading, grammar / vocabulary and speaking as a result of exercising within self-regulated leaning. Students of economic and engineering majors of Bauman Moscow State Technical University took part in the correlation study. Empirical data were collected by means of the author-made language test of the current EFL level, double Google questionnaire and statistical processing of the obtained data. The first questionnaire was used to allocate two focus groups of students in accordance with the frequency of their approach to performing various listening exercises (daily/occasionally), respectively. The second survey revealed the increasing tendency of students with daily practice to perform exercises of different EFL aspects. The results of the study, confirmed by theoretical developments, statistical results and external observations based on teaching experience, allowed to give a justification for the hypothesis put forward about the primary role of listening in developing basic communicative competencies as a result of immersion into an authentic environment. The conclusion considers the need to teach students to developing skills for daily performance of audio/video exercises in self-preparation, modern technologies providing easy access to training materials.

Does the use of Gender-Fair Language Impair the Comprehensibility of Video Lectures? – An Experiment Using an Authentic Video Lecture Manipulating Role Nouns in German

Gender-fair language makes women and other genders, their interests, and their achievements more visible and is particularly relevant to grammatical gender languages such as German, in which most nouns and personal pronouns are assigned to a specific gender. The present study tested the often repeated critical claims that gender-fair language impairs the comprehensibility and aesthetic appeal of videos. In an experiment with N = 105 students, participants watched a video on self-determination theory, either with masculine-only forms or using the glottal stop, a form of spoken gender-fair language that inserts an abrupt and sustained closure of the vocal cords in the larynx between the masculine form or the stem and the feminine ending of words (e.g. in German “Leserʔinnen”, ∼feʔmale readers). Subsequently, participants completed a questionnaire regarding the video's comprehensibility. The results show no statistically significant impairment regarding the general subjective comprehensibility (partial η2 < .01), the ease of ascribing meaning to the words (partial η2 < .01), the ease of decoding the syntax of the sentences (partial η2 = .03), or the aesthetic appeal of the videos (partial η2 = .02). The critics’ claims are therefore questioned.

Spanish University Students' Use of Authentic Videos and their Motives for Engaging in this Informal Activity: A Study with EFL Learners of Different Proficiency Levels

This paper examines informal learning practices of Spanish university EFL learners of different proficiency levels with authentic videos in English and the reasons for engaging in this activity. For this purpose, one hundred and fifty-six students of mixed proficiency levels completed a questionnaire. The general percentages revealed that the majority of them are exposed to authentic videos with very high or considerably high frequency, they normally undertake this activity alone using their computers, laptops or mobile phones, and they tend to watch authentic videos with captions/subtitles either in English or in Spanish. The Internet and streaming services were identified as the two most commonly used sources. Furthermore, many of the respondents enjoy this activity and find it particularly useful for developing their listening skills and lexis. A statistical analysis of the results revealed a clear impact of the proficiency level on the frequency of exposure, the use of subtitles/captions, the sources and reasons for doing this informal activity.

Applying cognitive integration to oncology: A novel asynchronous foundational science curriculum for medical students during clerkships.

11028 Background: Cognitive integration (CI) connects foundational science (FS) to medical practice and improves clinical reasoning. While evidence supports CI in medical training, the clinical relevance of FS is often obscure to medical students, particularly in oncology, and few learning materials exist to support CI during clerkships. Providing effective and engaging tools to promote CI may enhance understanding of FS relevance to clinical medicine. We therefore aimed to create an online module to integrate FS into clerkships. Methods: Previous student feedback at our institution advocated for clinically relevant FS content. Applying Cognitive Theory of Multimedia Learning principles, we (an oncologist, a biochemist, and an instructional designer) created a cancer module grounded in the hallmarks of cancer (HoC), a key FS principle. To emphasize clinical relevance, we recorded patient interviews incorporating FS. The module, composed in Qualtrics, includes an introduction and four cases, each starting with a brief patient interview, followed by clinical text, images, questions, and explanations. Content co-created by the oncologist and biochemist combined clinical and FS perspectives and referenced the HoC throughout. We piloted a draft with a focus group of four students. The evaluation plan includes written learner feedback, a case-based pre/post-test, and review of clerkship assessments for evidence of CI. Results: We produced an FS oncology module with an estimated engagement time of two hours, which students may complete over multiple sittings. The development team met monthly over the course of one year. Filming and editing cost $100/hour. Overall, the project required approximately 60 faculty person-hours and 12 instructional designer person-hours. The patients interviewed for the module expressed gratitude for sharing their stories with students. The student focus group yielded unanimously positive feedback about the content, the multimedia format, the level of FS covered, and the use of authentic patient videos to enhance clinical relevance. Students strongly preferred this module compared to prior online learning activities. Conclusions: This novel interactive module can serve as a model for development of clerkship curricula promoting CI. Module creation based on real patients resulted in authentic story-telling and enhanced FS relevance. Content development involving a clinician and a basic scientist aligned with CI goals. Limitations include the need for funding and instructional design assistance. A randomized controlled trial comparing a series of novel FS modules to older recorded lectures may demonstrate improved outcomes. Involving learners in curriculum development may decrease faculty burden and increase student interest in FS.

МУЛЬТИМОДАЛЬНОЕ ПРЕДСТАВЛЕНИЕ ВИДЕОКОНТЕНТА НА ЗАНЯТИЯХ ПО ИНОСТРАННОМУ ЯЗЫКУ _

Modern technologies allow us to expand the possibilities of classes and lead to the need to use new forms of education. Currently, a scientific direction is developing in the study of multimodal texts and the development of new educational technologies. The visual range in general plays a huge, sometimes decisive role in digital communication. In this area, new phenomena based on images are constantly emerging and spreading at lightning speed: emoticons (graphic symbols), GIFs, and so on.This article is devoted to the use of video materials in the classroom in French and German. The article lists the criteria for the selection of video material, considers the classification of training videos and the features of their organization in teaching the language of professional communication in a law school. In the article, the authors also describe their own experience of using educational video resources at Saratov State Law Academy, authentic videos on Youtube channels dedicated to the study of law, helping students in the learning process. The authors come to the conclusion that the rational use of video materials contributes to a deeper involvement of students in the study of a foreign language, stimulates the development of creative thinking, social skills, promotes the acquisition of knowledge, skills and understanding, speaking and writing. The authors emphasize that only novelty and creativity can form a sustainable interest in learning a foreign language, especially in the legal field. This is facilitated by the creation of such a learning process, when students can continuously learn new aspects of learning activities; see its prospects and application to practice.

FOREIGN LANGUAGE FOR SPECIFIC PURPOSES INDEPENDENT WORK ON THE PLATFORM MOODLE

Successful mastering of knowledge essential for future profession as well as the development of self-improvement and self-development skills, the ability to adapt quickly to changes to meet domestic and global standards are important factors that affect a modern specialist activities. The relevance of the study is determined by the growing demand for future specialists training institutions of higher education should involve effective means and methods to develop the professional competence of future specialists. The paper aims to analyze the recent experience in organizing students’ independent work while training foreign language for specific purposes and ways of its improvement using the educational platform Moodle. The development of the ability to acquire knowledge independently (search, analyze, prioritize), receive relevant information from authentic videos and texts, argue the view using learned vocabulary, discuss some professional topics increases the students’ motivation and therefore, promotes professional development. It is established that the implementation of activity, competent and communicative approaches facilitates the achievement of the set goal. The effectiveness of such teaching methods as educational discussion, projects, and interactive teaching has been confirmed. And their introduction contributes to the development of skills for working with information, communication strategies, and ability to express one’s point of view. For better mastering, the course materials were organized using systematicity and sequence principles. The use of the platform Moodle promotes motivation and improves the level of language proficiency due to the development of all kinds of speech activity, since the unit topics are directly related to their professional activities and the situation for discussions are close to real ones.

Використання ресурсів освітнього середовища в умовах дистанційного навчання іноземців в Україні

This article examines the essence of the educational environment concept, іndividual approaches of scientists to determining the content and structural components, means and forms of its main tasks within the format of remote studying of foreign citizens in Ukrainian higher educational facilities, which is determined and adjusted by time, society, forms of the educational process. The peculiarities of the organization of the virtual educational environment through the lens of language training of foreigners in Ukrainian higher educational facilities, content, purpose and level of efficiency of its resources for solving educational tasks of an educational facility, are revealed. External resources of the educational environment are examined, and internal interrelated components that ensure its effectiveness and efficiency are highlighted: technological (using normative methods of teaching Ukrainian as a foreign language and achieving planned results), material-technical, and subject-resource (implementing equal partnership between the subjects of the educational environment). It is determined that at the initial stage of education, the lack of language and cultural environment, which contributes to foreigners’ formation of speech skills and abilities, determines their communication needs and motivates them to learn the language, negatively affects the quality of education. Daily verbal communication with the tutor in the format of videoconferencing, involvement of authentic videos, fragments of television programs, films or cartoons, educational videos, virtual tours, phonograms in the educational process provides an opportunity to optimize the educational process and achieve planned studying outcomes.

The role of educational video in the development of future lawyers’ english professional communicative competence

Since modern requirements for law specialists’ training postulate English as an imminent part of professional education, there is a need for constant revision of methodological tools aimed at the development of professional communicative competence. Several characteristics of video make it an efficient tool of reconstructing an authentic English environment even in the circumstances of distance learning. Thus the objective of the paper is to determine the role of the educational video didactic reserves in building a professional (legal) English competence. The indicated objective required the review of specialized scientific resources. The article focuses on: defining such notions as “the educational authentic video”, “professional communicative competence”, “learning environment”; representing the criteria of professional authentic films / video selection; investigating the peculiarities of the basic types of authentic educational video; distinguishing the stages in the work on the educational film / video. The paper also discusses judicial video-based assignments targeted at developing legal culture and providing a personalized approach to professional English competence enhancement. The correct selection of video and the usage of adequate guidelines permit to reconstruct a realistic professional environment within a classroom. It will become an extra source for a competitive specialist’s training.

Linguo-Didactic Potential of Authentic Video Resources in the Development of Foreign-Language Competence of Master's Students Majoring in Artificial Intelligence

Linguo-Didactic Potential of Authentic Video Resources in the Development of Foreign-Language Competence of Master's Students Majoring in Artificial Intelligence

Features of cultural and linguistic components of national cultures in the process of learning foreign languages (using the example of authentic video materials of the TV series "The Queen's Move")

Features of cultural and linguistic components of national cultures in the process of learning foreign languages (using the example of authentic video materials of the TV series "The Queen's Move")

От звука к дискурсу: система эффективного развития иноязычной аудитивной компетенции у обучающихся

The article is dedicated to the analysis of actual aims of foreign languages teaching. Its practical orientation is highlighted as the principle vector of training process. Reading, writing, speaking and listening as the basic speech activity forms are named, their characteristic features are revealed. The authors’ practical experience, and the assessment of the results of the survey among the students made it possible to determine listening as a crucial challenge in authentic communication. These data achieved by practical ways are confirmed in the process of reviewing numerous scientific, methodical, psychological, pedagogical researches.
 Answering to the target request of students and colleagues searching optimal methodological techniques for audio competence development, the authors propose a six-level system of audio practice, which is built up on the principles of mindfulness, sequence, progressiveness. A step work in the frame of the mentioned system is described and substantiated – from the meaningful audio perception of sounds, combinations of sounds to detailed semantic understanding of phrases, sentences and discourse of foreign speech in general. In addition, the authors present a method of four-step work with authentic video material which promotes effective development of auditive competence. This technique can be applied in formal face-to-face learning as well as self-study training.

Аутентичный видеоконтент как средство обучения иноязычному аудированию

The purpose of the study is to develop and describe the author's model of teaching foreign language listening using authentic video content. As a result, the author presents a six-stage model, which includes content-goal-setting, two activity-technological, two control-evaluative and revising-target stages, concretized through the system of communicative tasks. The novelty of the study lies in the identification of the linguo-methodological potential of authentic video content for teaching foreign language listening and modeling this process on the basis of the corresponding principles – main and specific.

Teaching Spoken Production in Global Contexts 2021

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students’ professional competence. These findings provide a good starting point for discussion and further research.

Tamper video detection and localization using an adaptive segmentation and deep network technique

In this work we have explored the hybrid deep learning architecture for recognizing the tampering from the videos. This hybrid architecture explores the features from the authentic videos to categorize the tampered portions from the forged videos. Initially, the process begins by compressing the input video using the Discrete cosine transform (DCT) based double compression approach. Then, the filtering process is carried out to improve the quality of compressed frame using the bilateral filtering. Then, the modified segmentation approach is applied to segment the frames into different regions. The features from these segmented portions are extracted and fed into hybrid DNN-AGSO (deep neural network- Adaptivf RELATED WORKSe Galactic Swarm Optimization) using Gabor wavelet transform (GWT) technique. Three different datasets are used to evaluate the overall performance they are, VTD, MFC-18, and VIRAT by MATLAB platform. The recognition rate achieved by VTD, MFC-18, and VIRAT datasets are 96%, 95.2%, and 93.47% respectively.

ИЗУЧЕНИЕ КИТАЙСКОЙ КУЛЬТУРЫ В ПРАКТИКЕ ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО

The paper defines the role of Chinese culture in the process of teaching Russian as a foreign language on the example of Chinese universities. Textbooks on the course “Chinese Culture” are presented, as well as some authentic video materials about China. Step-by-step work with the plots of the television program “I want to know” (Channel One) is described. The conclusion is made about the possibility of using such videos as educational material in RFL classes. The obtained results showed that the Chinese cultural component should be taken into account when developing courses for Russian language faculties at Chinese universities.

Fooled twice: People cannot detect deepfakes but think they can

SummaryHyper-realistic manipulations of audio-visual content, i.e., deepfakes, present new challenges for establishing the veracity of online content. Research on the human impact of deepfakes remains sparse. In a pre-registered behavioral experiment (N = 210), we show that (1) people cannot reliably detect deepfakes and (2) neither raising awareness nor introducing financial incentives improves their detection accuracy. Zeroing in on the underlying cognitive processes, we find that (3) people are biased toward mistaking deepfakes as authentic videos (rather than vice versa) and (4) they overestimate their own detection abilities. Together, these results suggest that people adopt a “seeing-is-believing” heuristic for deepfake detection while being overconfident in their (low) detection abilities. The combination renders people particularly susceptible to be influenced by deepfake content.

Applications Used in Distance Education for English Language Classrooms

Integration of technology in the teaching/learning process has caused many changes in education in recent years. In addition, due to the pandemic that surrounded the world at the beginning of 2020, schools had to switch from face-to-face to distance education; therefore, the need for technology use and expansion of online applications became inevitable. As a result of this massive change in education and the emergence of online applications as language learning tools, this evaluation study investigates Edpuzzle, Flipgrid, Padlet, and Quizlet that are created as educational applications used in English language classes. The paper starts with the hegemony of technology in education and then continues with the evaluation of these online applications. Lastly how to use these applications effectively in English as a foreign language (EFL) classrooms is discussed. It can be reported that EDpuzzle can mostly be used for authentic video sessions; Flipgrid is effective on online speaking skills; Padlet is helpful with students’ writing skills, and lastly, Quizlet is beneficial for vocabulary teaching. It can be concluded that online applications are likely to result in effective assistance of learning and practicing both for language teachers/students and learning/teaching processes.
 

Интеграция аутентичных видеоматериалов с субтитрами в процесс формирования иноязычной лексической компетенции

В рамках данного исследования анализируется целесообразность, а также рассматриваются возможные пути интеграции аутентичных англоязычных видеосюжетов различного типа в процесс преподавания иностранных языков в техническом вузе. Исследуются перспективы использования видеоматериалов с субтитрами по сравнению с печатными учебными пособиями, аудиоподкастами или сюжетами без субтитров, как основа повышения эффективности формирования лексической компетенции. Подробно анализируются результаты, полученные в ходе проведения педагогического эксперимента, направленного на разработку и апробацию элементов практической методики, позволяющей не только значительно улучшить навыки рецептивного и продуктивного владения иноязычной лексикой, но и активизировать знания по грамматике, уменьшить состояние тревожности в процессе восприятия на слух, существенно повысить учебную мотивацию. Within the framework of this study, the expediency as well as possible ways of integrating authentic English-language videos of various types into the process of teaching foreign languages at a technical university have been analyzed and considered. The prospects of using video materials with captions, in comparison with printed textbooks, audio podcasts or videos without captions, as the basis for increasing the effectiveness of the lexical competence formation have been investigated. The results obtained in the course of a pedagogical experiment aimed at developing and testing elements of the practical methodology have been analyzed in detail. This methodology allows not only improving receptive and productive foreign language vocabulary skills significantly, but also activating knowledge of grammar, reducing the state of anxiety in the process of listening, substantially increasing learning motivation.

Formation Students’ Perceptual Competence During the Study of Foreign Languages

In current conditions, the strategic goal of teaching a foreign language is the formation of a multilingual and multicultural personality with both professional and basic social and cultural competencies designed to ensure intercultural communication. Understanding foreign language oral speech is an integral part of the process of intercultural communication, without which communication can be difficult or impossible. All this was a prerequisite for improving the formation of perceptual competence in students in the study of foreign languages. The authors studied the essence of perceptual competence, its place in the structure of communicative competence, main characteristics and formed a hypothesis. The second stage of the study involved experimenting to confirm or refute the hypothesis put forward. The authors developed an experimental course that differed from the traditional methods and tools, divided the students into 3 groups according to specific criteria, and conducted an experiment. As a result of the investigation, the hypothesis was confirmed that teaching the understanding of a foreign language oral speech will be more effective if, in the course of teaching according to the proposed methodology, based on unadapted authentic videos demonstrating the variability of communicative situations, students will develop the skills of perceptual competence in interpreting discourse.

A Study of Noun Errors in Non-English Major Undergraduates' English Use

Noun errors often exist in non-English undergraduates' English use, which are serious grammatical mistakes that can lead to confusion or even wrong understanding of meanings because of improper ways of English expressing. The study uses questionnaires to draw an overall picture of noun errors in non-English undergraduates' English from five universities in Beijing. The study reviews the theories of Mother Tongue Transfer, Second Language Acquisition and Collocations in order to test the sensitivity of undergraduates in noun errors and investigates the underlying reasons why they tend to make those mistakes. The results indicate that the subjects make noun errors probably because they are apt to be misled by Chinese vocabulary with similar meanings. Numerous mistakes are made due to the unfamiliarity with parts of speech and the number of nouns, small vocabulary and the confusion of same-root nouns, etc. Based on the findings, the study provides suggestions that students should be greatly encouraged to accumulate and practice collocations, read more high-quality articles published in English or watch authentic video clips in English instructions, etc.