Top-Up Students Second Language Talk Time through Vlogs

Top-Up Students Second Language Talk Time through Vlogs Indonesian Journal of EFL and Linguistics Vol. 1 No. 2, 2016 eISSN: 2503-4197, pISSN: 2527-5070 www. indonesian-efl-journal.org DOI: http://dx.doi.org/10.21462/ijefll.v1i2.9 Top-Up Students Second Language Talk Time through Vlogs Dr.Beena Anil Assistant Professor, Department of English SDNB Vaishnav College for Women, Chromepet, Chennai, India e-mail: Abstract: In this technological era, students need a change in everything especially in learning a subject which is considered to be a difficult one for second language learners (SLL). The advent of internet at all levels of learning in the educational arena is a boon to English teachers to improve the communicative skills of students. This paper shows how Vlog (a fusion of video and blog) to be used in an English teaching classroom to improve students’ oral communication. Vlog helps students to practice English even outside the classroom, give instant teacher’s feedback about their performance and can watch fellow students’ performance. This paper discusses how teachers and students can very easily use vlog by understanding the computer mechanism. Keywords: teaching English, communicative skills, Vlog, teacher- student collaboration 1. INTRODUCTION Technology converts a classroom from teacher-centric to student –centric with appreciating increase level of confidence among students. English language learning is happening in the classroom for many years but in the present world, communication process is not happening effectively as in the past due to lack of focus on learning. Most of the students would not have exposure to use English outside the classroom offers a significant challenge. Apparently, in the present Indonesian Journal of EFL and Linguistics, Vol. 1 (2), 2016 129 Top-Up Students Second Language Talk Time through Vlogs educational system, teachers focus more on syllabus completion and exam and mark- oriented preparation rather than developing the language competency of students. This passivity of learning, would lead students to possess a lack of accurate pronunciation, improper oral fluency, as a result, their level of confidence and morale would be at stake. English language can be learnt in an interesting way by listening to audio records and watching video, reading blogs, writing tweets and discussing online. Technology can be used for teaching to create an impact on the process of learning accessibility. Technology will go hand in hand with teachers to impart quality education to the society. It helps teachers and learners to develop originality, divergent thinking, flexibility to achieve excellence in understanding and learning the second language. 2. LITERATURE REVIEW There are various situation oriented ways to make students to speak English as a language. Using technology in this techno-era is an effective way to make learners to learn English academically as well as socially. Technology continues to advance, and language learning opportunities are abundant. A number of possible language learning applications have made students to explore to learn new things in various innovative ways. One such application is Vlog, which is useful for students as most of the students are mobile geeks. A vlog is a combination of video and blog (blog itself is a mix of web and log). Blog is a forum for anyone who wants to express opinion, or share information personally or socially. Blogs can be used for writing and Vlog can be used for communication. Second language learners use vlogs to register their voice and ideas digitally, apparently, they monitor, evaluate their skills willingly for their better language learning. Second language learner interacted constructively with the learning environment, both internal (Murphy 1989) and external (Stern 1983). The external environment could be considered to be the learning atmosphere. The internal environment included the learner’s knowledge about language, including cognitive experiential level, belief and values, affective states, cultural background etc., which contributed to language learning as a ‘hermeneutical’ experience (Murphy 1989). Brinton (2001) supposed that media tools serve as an important motivator in the language teaching process because "media materials can lend authenticity to the classroom situation, reinforcing for students the direct relation between the language classroom and the outside world" (p. 461). Froehlich (1999) affirms the positive effects of visuals to people, which is also true of present learners: ‘Most people prefer and respond more favorably to visual stimuli than to sound only. The learning process today is characterized by being informed and entertained simultaneously through a combination of complementary, easily absorbable signals to our senses… Foreign language education nowadays has to be fun.' (pp. 150-151). Indonesian Journal of EFL and Linguistics, Vol. 1 (2), 2016 130 Top-Up Students Second Language Talk Time through Vlogs Technology has influenced language learning process and integrated the development of second language teaching and learning (Benson and Reinders 2011). Researchers like Throne and Black (2011) observe, an advantageous number of educators support for a need to develop a better learning atmosphere in online learning process. Using Vlogs in the language learning would enhance the speaking skills of learners sufficiently. While using vlogs, learners discuss various topics which would lead to team building and contribute to have virtual collaborative conversational interaction (Bryant 2006). Dornyei (2009) has made a link between motivation and ‘positive’ anxiety which would generate a motivational a self- system of learning to learners towards the L2. There is a growing self-awareness, in relation among learners to others in the language learning process. Miller (2003) has observed that L2 learners have the experience of being discriminated due to their ‘lack of required’ language competency by their classmates and that would lead to have a negative self-image as the result, their motivation to learn the language can be decreased. Technology enriches teachers to bring a multisensory experience to the classroom by incorporating audios and videos. It also supports teachers to design teaching materials according to the background of the cultural and linguistic diversity of learners (Lama 2006). The technology assisted teaching should aim to promote both higher order skills and lower order skills (Scrivener 2007). Communication is still a predominant part in English language teaching that could happen only through interaction. Walsh (2002) and Myhill (2006) identified that good number of interactional features in the classrooms would develop good quality of teaching and learning language practices. Emery (2012) suggests that many current teachers of second language learners have had little substantial overall repertoire of classroom activities t (...truncated)