Selecting appropiate authentic video material for an EFL classroom.(English-as-Foreign-Language instruction)

Nobody can deny that video as a synonym of TV has indeed a magic power that lures people with its images and actions. Foreign language students, of course, are not an exception to this phenomenon. They become fascinated by the idea of having some minutes of picture-watching, no matter the objective of such viewing. However, foreign language teachers ought to have a reason and a purpose that support their decision to use video. As Wood (1995) suggests "video has a potential for enriching language study and making it more enjoyable and effective. Researching how best to choose from and use the mountain of available materials is a primary goal" (p.2). The main purpose of this article is to guide language teachers to select appropriate video segments for their classes, bearing in mind that the effectiveness of video as a teaching tool depends largely on the instructor's ability to use it efficiently rather than on the program itself. The writer wants to emphasize that this article will refer only to authentic video segments. For the purpose of this article the word authentic will be related to any kind of video material taken directly from TV programs without any pedagogical intention.

Needs, course objectives and level

To establish a suitable video selection process, teachers should select the right videos to fit the needs and level of a classroom situation. Stemplesky (2002) asserts:

Video's true potential in language learning is only achieved when it is used as an integral part of a course. If you are planning to use video as supplementary material, be sure that the sequence fits in with the overall goals of your course. (365)

When choosing a video program, the instructors, as part of their role, must know the learners' needs and interests in order to define their teaching objectives and reach them. It is not enough just to play any commercial, piece of news or comedy, and think that foreign language comprehension will be achieved by hearing native speakers talk. Teachers should be selective. Mitchell-Cates (1989) points out that:

 
   In order to be effective, videos to be viewed must be 
   selected and arranged on the basis of instructional 
   needs and objectives. The teacher ought to list not 
   only the students' needs, but also the objectives for 
   the particular unit or instruction that he is planning. 
   and note where the video might go well. (405) 

Even if the instructors are very experienced at using videos, the class still might prove to be totally unproductive because the video used did not fit the needs of that class. Some progress may be achieved in the class, but if the right video is used, then greater results can be achieved. Video's effectiveness as a teaching tool depends largely on the instructors' ability to use it efficiently. If the instructors are inexperienced at using video, then productivity of the class can be greatly reduced. In addition, if the incorrect video is used, results might even be reduced or very disappointing.