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www.antwerpcall.be
remembering or writing down, such as interesting facts or personal responses. One short
segment or story at a time was shown. A short segment
was shown at the beginning,
middle or end of a lesson. The instructor often pr
essed “Pause”, to identify and clarify
what the students were watching, to hypothesize and predict answers whenever a
question was asked, and to clarify new vocabulary as it was used.
The instructor let
students ask for a PAUSE to allow for immediate feedback to their personal interests and
comments. The instructor kept employing one of the following ways in viewing the video.
Viewing without the sound: The instructor would ask students to provide their
own video commentary. The instructor identified students' prior knowledge or
assessed what they learned by having them provide their own narration. She
encouraged students to share their own questions as they viewed without
sound. Then she viewed the program with sound to discover whether these
questions were answered.
Using the video without the picture: The instructor covered the screen with
paper or turned it around. The students listened and gathered ideas before
viewing. After listening to a video, students created
their own visual images
and compared them with the video images.
Using closed-captioning: Using closed captions as a reading reinforcement with
or without the sound was efficient. Closed captions would be effective to use
with English-language learners.
Seventh
, after viewing a video program, students used think-pair and square to explain
something about the themes and the concepts presented by the video. Students formed
small groups to generate related concepts. One student in each group recorded the ideas
and presented a summary of the responses to the entire class. Students questioned their
classmates about particular ideas they generated. After each group had reported, the
instructor summarized the ideas of the entire class and provided additional information or
clarification as needed. The instructor resorted to "Categorize/Clarify"; she divided
students into groups to develop a conceptual word map. She began by having students
write a key word or concept from the video in the centre of a blank “map” on chart paper
or an overhead transparency. Then each group built the map by adding words related to
the key word and arranging them in categories. The instructor
discussed each diagram
and supplied additional information to extend students' understanding of the topic. The
instructor used "Compare and Contrast" to encourage students to compare and contrast
ideas; she divided them into groups to make Similarities/Differences Charts. After
presenting two ideas, each group discussed similarities and recorded them on chart
paper. Then students discussed and recorded differences. Students presented their
charts, discussed each diagram and supplied additional information to extend their
understanding of the topic. Students were asked to use the
Word Bank to perform the
role play related to the conveyed legal concepts and themes shown by the video. Upon
watching the video, students were made familiar with the two ways of filing a lawsuit and
court proceedings mentioned in the textbook. Also, after watching the video, they were
asked to fill in the cloze test about the court and litigation procedures
After doing above the mentioned tasks, role playing as a post viewing activity was done
by the participants based on the following two situations that enabled students to
produce, orally and in writing, what they have learned. Doing the two activities entitled
"Situation One: Listening and Speaking and Situation Two: writing" based on legal videos
helped in understanding the legal terminology and phrases among students. The legal
videos also helped participants express experiences and
feelings in an engaging and
reachable way.
Most importantly, they provided a way to explore creativity in legal language use, a
discovery process that could advance literacy and legal language development.
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2014 CALL Conference
LINGUAPOLIS
www.antwerpcall.be
To examine the second hypothesis, a questionnaire was distributed among the
participants in both the control and experimental groups before carrying out the study.
The aim of this questionnaire is to collect data on whether the participants were
motivated to write in legal English or not. At the end of the instructional period, another
questionnaire was distributed to the experimental group to determine whether the use of
legal videos increased their motivation to write in legal English or not. Each item in both
questionnaires was measured on a 5-point likert scale including strongly agree as (1) to
strongly disagree as (5). At the end of each questionnaire
there was an open-ended
question to leave some room for the participants to comment.
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