Abstract:

Explainer videos i.e. self-produced films that explain how to do something, how something works or in which abstract concepts are explained (Wolf 2015) are becoming increasingly popular. In particular, the ‘Khan Academy’ not only led to the increased use of explainer videos for learning, but also established the concept of the so-called ‘flipped classroom’. The concept is based on the shift of the teacher lecture from the lesson into a preliminary self-study phase with videos to foster a more effective use of the lesson phase for collaborative, creative and problem-solving learning. However, in language teaching, these videos are mostly (if at all) used to teach grammar only (Bergmann/Sams 2012). Therefore, this study explores the design, features and application of explainer videos for language learning purposes in the context of the ‘flipped classroom’.

The aim of the study was the development and evaluation of three explainer videos for a university level English self-study course called FLIP (Flexible Language Learning Individualized Program) English. The aim was not to retrospectively analyze an already existing phenomenon, but to design new forms of language learning media. For this purpose, the creation process was documented and 98 participants of the English self-study course took part in an online survey. Additionally, 17 participants were interviewed in detail and their completed tasks were analyzed.

In the results of the theoretical part, possible features and functions of explainer videos in the ‘flipped classroom’ for autonomous second language learning were identified. The findings for the creation of explainer videos were e.g. the meaningful choice of linguistic and non-linguistic contents, the reduction of complex content as well as creative visualizations. All three videos were produced within the subject area of English job applications and later used under real conditions. Respondents rated the videos positively in regards of design features and motivation, but there was criticism by learners with existing previous experience or knowledge. However, the study also found that usage styles varied widely (e.g. regarding repetition) and learners for whom the content of the explainer videos were not sufficient actively sought their own additional (mostly internet) resources.

The study concludes with a multitude of practical implications and research desiderata. Specifically, the results, in addition to the three developed and publicly available explainer videos, are intended to make a meaningful contribution to the development of more autonomous forms of learning for the requirements of an increasingly digital world.

Links to videos:
http://coverletter.flip-englisch.de
http://cv.flip-englisch.de
http://interview.flip-englisch.de

References:
[1] Wolf, Karsten D. 2015. "Videotutorials und Erklärvideos als Gegenstand, Methode und Ziel der Medien- und Filmbildung”. Filmbildung im Wandel. Eds. Anja Hartung, Thomas Ballhausen, Christine Trültzsch-Wijnen, Alessandro Barberi, Katharina Kaiser-Müller. (Mediale Impulse; Vol. 2). 1. ed. Wien: new academic press. 121–31.
[2] Bergmann, Jonathan and Aaron Sams. 2012. Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.

Keywords:

Videos, Explainer, Flipped, Classroom, Education, Language, Learning, Instruction, Video-based, Teaching, Linguistics, Design, Based, Research.