Implementing an EFL Active Learning Video Project

John Patrick Owatari-Dorgan jpdorgan@niu.ac.jp

Brendan Van Deusen bvd@niu.ac.jp

Department of International Tourism

Nagasaki International University
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Overview of University
● Small private university in Japan
● Department of International Tourism
● Intensive English Program
○ 3 semesters (18 months)
○ 14 hrs English class / week
○ 10 ~ 14 hrs English homework / week
○ Study abroad 2X (Year 1 - Summer for 1 month; Year 2 - 1 semester)
○ Number of students - 2015 = 15; 2016 = 17; 2017 = 27

Overview of Project
● Goals
○ Make a video to introduce a local tourism location (theme park near university)
○ 5-10 minute video
○ Work in small groups
○ Report important information
○ Perform on camera

Implementation
● Preparation phase
○ Watch example videos, observe and discuss contents to gain genre awareness
○ Brainstorm possible themes for video, ex.: family vacation, college girls’ trip, best photo
spots
○ Research the location to support each group’s chosen theme
○ Visit location for scouting purposes (gather information and prepare storyboard)
● Script writing (Draft and final)
○ Location details
○ Actions
○ Dialogue
○ Minimum number of words per student (currently 150)
○ Video introduction and conclusion
○ Formatting
● Video recording and editing
○ Camera and microphone training. Two sets of Sony Handycam plus Bluetooth microphone.
○ Groups sign out equipment and coordinate schedules. 9 groups using 2 cameras.
○ Students record on location with permission for 2-3 hours each session (2-3 sessions for
each group)
○ Class set of iPads with iMovie (each group uses one for the duration of the project)
○ One teacher manages the iPads (updates and app purchasing). Difficult, time consuming,
and not intuitive process.
○ Students are allowed to explore iMovie and figure it out on their own
● Assessment
○ Upload video to YouTube (unlisted)
 ○ Transcribe in English and Japanese
○ View party with popcorn
○ Post video link to Moodle Workshop Module
○ Students assess each others' videos
■ See bottom of document for rubric
○ Teachers assess using same criteria
● Liaison with the location
○ Teachers contact theme park staff before the semester to confirm
○ Staff visits the class once to discuss important information and give advice
○ Students must contact staff from the theme park before each recording session: permission
to record, free tickets, other arrangements.
○ Send copies of completed videos

4 Skills
● English communication
○ Activities
■ Students verbally communicated
● Information (ex. Costs, hours and features)
● Emotion (ex. Surprise, delight and fear)
● Action (ex. Ordering food, moving between locations and demonstrating)
■ Combined with physicality & emotion
○ Student perceptions
■ Students generally believed that their communication skills improved
○ Teacher perceptions
■ Students used English creatively and enjoyed the process
■ Students’ performance skills increased greatly
● Collaboration
○ Activities
■ Selecting own mixed-gender groups
■ Contributing ideas from all members
■ Each student was responsible for creating one section within the overall group plan
○ Student perception
■ Most students believed they improved
○ Teacher perception
■ Groups were able to function independently from teacher
■ Students noticed and corrected problems as a group
■ Members supported each other's weak areas
● Project planning
○ Activities
■ Completing each stage on time
■ Coordinating schedules
■ Signing out equipment
■ Liaising with the theme park staff
○ Student perception
■ Students generally believed that they improved
○ Teacher perception
■ Students were able to schedule and plan without teacher interference
■ Students coordinated outside of class time
● Media production
○ Activities
■ Recording a tourism video
■ Using on-screen text and audio to support content
■ Using scene progression
 ■ Comfort with digital equipment
■ Using video editing software
○ Student perception
■ All student believed they grew in this area
○ Teacher perception
■ Teachers noticed increased comfort with using technology
■ Good introduction to media production
● Imperfect
● Learning opportunities

Discussion
● Technology
○ More technology = more complications
○ Media skills training for students
○ Allow students to explore for themselves. Some technology (ie microphones) requires
essential training
○ Managing iPads is quite difficult and time consuming
○ DSLR would be better than camcorder
● Active learning
○ Applicable to various needs and contexts, not only tourism
○ Helps engage and excite students through practical training
○ In our case, this was useful for students who are interested in tourism. Tourism-related skills
were gained.
○ Time management and cooperation skills
○ Peer-assessment
● Implementation
○ Trusting students to figure things out for themselves
○ Provide personal support as necessary
○ Provide examples, scaffolding, and rubrics to communicate teacher expectations to students
○ Constant feedback while progressing through various stages

Video Assessment Rubric

● Location information:
○ Talked about location for 1:30 ~ 2:30
○ Student gives important information,
○ Includes text with important information

● Length
○ Video is 6 ~ 9 minutes long

● Student had a high quality of speaking:

○ Smoothness,
○ Emotion,
○ Clarity

● Student had a high quality of performance:

○ Gestures
○ Actions
● Transcription
○ Accurate English and Japanese,
○ Well-timed with the presenter.

● Video production:
○ Easy to hear voices,
○ Title screen is complete,
○ Speaker is easy to see,
○ Uses music appropriately,
○ Overall quality of the video is high

● Video supports the theme