Innovation in Language Learning

In Thailand, the main concern in English teaching curriculum has changed from fostering learners’ grammatical accuracy to enhancing learners’ communicative competence or fluency necessary for real-life communication.  According to Krashen [1981], language learners can develop their proficiency through sufficient instruction provided sufficient comprehensible inputs, and also opportunities for meaningful production of the target language. 

The objective of this paper is to provide perspectives on an application of clips in EFL context.  It exemplifies the production of clips as projects in speaking class.  Moreover, this paper aims to confirm or justify the claim that meaning-based instruction does make a difference to language learners’ achievement in EFL classroom.

The researcher gives the details of the meaningful project-based assignments in EFL class.  The students are asked to produce two clips related to the study content.  They work in a group of 3-4 with the same constructed parameter.  The process and product oriented projects have intensified the students’ enjoyment as well as their creativity.  

This paper has shown that the power of clip production is significant.  The clips involve information gathering, processing, and producing.  It is the typical academic cycle.   The students put a lot of effort and also exemplify their clips at their best.  They are motivated to produce the clips in accordance with the given parameter.  The engagement in meaningful language benefits students.  The clips also stimulate pride among students.  In conclusion, the paper would be a good example of how powerful the clips are.  It also elaborates the benefits the students might derive from the production of clips as a class project. 

Krashen S.D. [1981] Second Language Acquisition and Second Language Learning. Oxford: Pergamon.