Déjà vu? A decade of research on language laboratories, television and video in language learning

Abstract

The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language teaching and learning using these and older technologies since 1999, and maps out some pointers for future research. The evidence suggests that research on video and language learning using DVD and other recent technologies is already well established, bringing out a number of issues for further study. In contrast, research-led implementation of the enhanced functionality of digital language laboratories is hardly in its infancy and much language laboratory use is marginal at best.

The Benefits of Student-Led Video Production in the Language for Business Classroom

“…The design of the various tasks was informed by pedagogical research (Brooke, 2003;Vanderplank, 2010 et al) and followed principles formulated as part of the EU funded DIVIS project on video production and language learning (DIVIS, 2008(DIVIS, -2010. Applying a socioconstructivist approach that understands learning as "a process of knowledge construction rather than a process of knowledge transmission", Masats et al (2009, p. 2, with reference to Karppinen, 2005) stress that this constructivist learning process needs to be guided through adequate scaffolding and should be contextualised, i.e.…”

“That’s the biggest impact!” Pedagogical values of movies in ELT classrooms

“…Vanderplank (2009) and Kramsch and Andersen (1999) argue that movies (which also refer to television and video) can make students confused as the information and meanings are both clear and hidden all at once. As most hidden meanings are bound to culture, the values could remain obscure for most learners who are non-native speakers of the language used in movies.…”

“…Further, Barlex and Welch (2001) propose that media can ignite ideas that seem impossible to generate, help in brainstorming processes or even help weaker students to perform better. The fact that movies are easily accessed and screened nowadays provides more chances for English teachers to use audio-visual media in teaching various language skills to their EFL students (Vanderplank, 2009).…”

Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

“…Studies also show that watching television series contributes to cultural awareness (Hammer, 2008;Iscan, & Akturk, 2014). A comprehensive and insightful overview of the studies investigating the effects of films on language learning and critical accounts of their strengths and weaknesses can be found in Vanderplank (2010Vanderplank ( , 2016.…”