Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników


Tytuł artykułu

Language learning using muted or wordless videos - A creativity-based edutainment learning forum

Warianty tytułu
Języki publikacji
From the teacher's perspective, English language enrichment is more applicable and easier when using videos, resulting in a surge in the student's receptivity. This paper attempts to bridge the gap by using silent videos to stimulate creative writing with a constructivism paradigm. Conducted in an Engineering college in the rural part of South India, two classes with 60 students each (both male and female) from first-year engineering (heterogeneous classes) at CEFR B1 level were chosen for the study. The researchers were the course instructors themselves, with fifteen-minute silent sports videos used for both groups. A sports video with audio was used for the controlled group, whereas one without audio was used for the target group. The controlled group tape-scripted the video content as they listened, while the experimental group created the script for the video on their own. The scripts were assessed for language quality based on vocabulary usage, sentence formation, and choice of words. The assessment details demonstrated that the experimental group students had demonstrated better scriptwriting skills compared to the control group students, who had relied on the audio and tried to paraphrase the words they had heard, leading to unclear scripting. This research showed that silent videos also help in grasping the English language by ESL learners, especially in creative writing and script drafting, evidentially proving that silent videos stimulate autonomous writing among students as they do not depend on audio for tape scripting. It further enhanced their writing skills with creative ability, and, further, the students preferred silent videos over audio videos due to better outcomes(original abstract)
Opis fizyczny
  • Mepco Schlenk Engineering College (Autonomous)
  • Mepco Schlenk Engineering College (Autonomous)
  • Madurai Kamaraj University, India
  • Mepco Schlenk Engineering College, India
  • Abdo, I. B., Al-Awabdeh, A. H. (2017). Animated videos prove to be beneficial in teaching English grammar as EFL: a neurological study of how students learn and retain English grammar. "Creative Education", 8(9), 1415-1423.
  • Asraf, R. M., Ahmed, S., Eng, T. K. (2018). Using focused freewriting to stimulate ideas and foster critical thinking during prewriting. "TESOL International Journal", 13(4), 67-81.
  • Bajrami, L., Ismaili, M. (2016). The role of video materials in EFL classrooms. "Procedia-Social and Behavioral Sciences", 232, 502-506.
  • Bildebayeva, D. (2013). The methods of using videos in language teaching classrooms. Rusnauka.
  • Dexway Communications, Education. (n.d.). 5 key benefits of technology for language learning. Retrieved January 4, 2023, from
  • Donaghy, K. (2016, June 13). The seven best silent short films for language teaching. Kieran Donaghy.
  • Gangalakshmi, C. Naganathan, R. (2019). Reflective teaching - A source for reconstituting teaching pedagogy. "Asian EFL Journal", 21(2), 399-414.
  • Harmer, J. (2006). How to teach writing. Pearson Education India.
  • Ilin, G., Kutlu, Ö., Kutluay, A. (2013). Action research: Using videos for teaching grammar in an ESP class. Procedia - Social and Behavioral Sciences, 70, 272-281.
  • Kandybovich, S. (2017, September 18). Wordless Videos for ELT. ELT-CATION.
  • Saranraj, L., Gangalakshmi, C., Rajkumaran, S., Ebenezar Sam Paul, R., M S, Viswalingam. (2022). The upshot of L2 instructors' motivational strategies in South Indian Technical Classroom Milieu during COVID-19. "World Journal of English Language", 12(2).
  • Shahani, S., Tahriri, A. (2015). The impact of silent and freeze-frame viewing techniques of video materials on the intermediate EFL learners' listening comprehension. SAGE Open, 5(2).
  • Wang, Z. (2015). An analysis of the use of video materials in college English teaching in China." International Journal of English Language Teaching", 2(1), 23-28.
Typ dokumentu
Identyfikator YADDA
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.