Innovation in Language Learning

The EU funded CAMELOT Project aims to promote the role of video production in language teacher training by using machinima to empower language learning through the use of user generated content. Machinima is a neologism deriving from machine and cinema and refers to the use of real-time 3D computer graphics to create and record cinematic productions.

 

There are many good reasons for using videos in language teaching. They are motivating for the learners, provide authentic situations and language and are fun to watch. There are a great amount of videos to be found in the internet on YouTube and similar video channels or as part of an online language training program.

 

Comparing Sherman’s (2003) and LinuguaTV’s (2014) publications on the use of video in the language classroom with the use of machinima as described by Rainbow  & Schneider (2014) there doesn’t seem to be any difference in the activities suggested for the use of videos or machinima in the classroom. Both video and machinima:

 

·    provide authentic language,

 

·    offer opportunities for discussion and reflection,

 

·    stimulate further activities (i.e. role play, writing dialogues etc.)

 

·    provide a wide range of genres (information, instruction, idioms, grammar, sketches, story- telling and more.) 

 

·    serve as model for spoken language,

 

·    can be used in a real life classroom as well as in a virtual learning environment.

 

 

There is no doubt about the benefits of using professionally created high quality films or videos in the language classroom, hence the question why use machinima? One of the reasons is, that there is not always the resource available, needed for a specific purpose, especially when facilitating less widely taught languages or when looking for an ad hoc illustration of a grammar point, a particular set of instructions or a specific situation (Rainbow & Schneider 2014). Therefore, to be able to create a video quickly and easily when needed is a useful skill for both teachers and learners. It is often easier to demonstrate something via machinima than to explain it with words.

 

In a recent interview Liz Falconer (2014) highlighted the importance of visuals in learning by stating “A picture is worth a thousand words, a video is worth a million words.” Making machinima is a great way to visualize experiences.  In other words, when making machinima we can capture a good range of experience, which we then can feed back and recall what the situation felt like as we were creating the machinima. Apart from this, creating and filming their own scenarios encourages learners to fully engage in the learning process and take ownership of their product.  By collaborating and interacting with other learners students practice the language skills as well as their interpersonal skills. Machinima are very powerful in giving learners the opportunity to keep evidence of their activities or productions. They can report about a place they visited in virtual worlds, give a presentation, using pictures or video clips taken during their visit and describing places or events. They can set up an exhibition in virtual worlds and film the event.  They can make machinima of something they build [ a wall, a bike etc.], record interviews or create scenarios and role-plays. Learners and facilitators can analyze a recorded session, revisit or re-film specific elements. Such machinima provide an excellent source for reflection, error correction and language revision. Creating their own machinima enhances autonomous learning as language learners can create and practice their own scenarios like checking in at the airport, in at a hotel, being the tour guide, seeing a doctor and so on. With their avatars learners can do the impossible, like have their meal under water, fly, change into young or old, male or female avatar or into an animal,vampire, robot or vehicle.