2017 | 17 | 4 | 25-37
Article title


Title variants
Languages of publication
This study investigated whether the application of video clips with small groups or with individual teaching-learning activities improved the speaking skills of young EFL learners the most; accordingly a quasi-experimental study with a pre-test, post-test design was done. The instrument used in this study was a test in the form of an oral test or interview. The results showed that the mean score from the students in the Small Group Activities group at 67.27 was higher than the mean score from the Individual Activities group at 51.29 with a level of significance 0.00 < 0.05. This meant that the application of video clips and teaching-learning Small Group Activities gave better results than teaching with Individual Activities. The results suggested that teaching-learning speaking ESL with video clips using Small Group Activity techniques could be one of the best alternatives to improve young learners’ speaking performances.
Physical description
  • Baker, J., & Westrup, H. (2000). The English Language Teacher’s Handbook. London: Continuum.
  • Berk, R. A. (2009). Multimedia teaching with video clips: TV, Movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1-21.
  • Bravo, E., Amante, B., Simo, P., Enache, M., & Fernandez, V. (2011). Video as a new teaching tool to increase student motivation. In IEEE Global Engineering Education Conference (pp. 638-642). Barcelona, Spain: IEEE. Retrieved from
  • Brewer, E. W. (1997). 13 Proven ways to get your message accros; the essential reference for teachers, trainers, presenters, and speaker. In 13 Proven Ways to Get Your Message Accros; The Essential Reference fo Teachers, Trainers, Presenters, and Speaker (p. 30). California: Corwin Press, Inc.
  • Brewster, J., Ellis, G., & Girard, D. (2004). The Primary English Teacher’s Guide (2nd ed.). Harlow: Pearson Education Ltd.
  • Brown, H. D. (2000). Teaching by Principles: An Intéractive Approach to Language Pedagogy. New York: Pearson.
  • Cakir, I. (2006). The use of video as an audio-visual material in Foreign Language Teaching classroom. The Turkish Online Journal of Educational Technology, 5(4), 67-72.
  • Canning-Wilson, C. (2000). Practical aspects of using video in the Foreign Language Classroom. The Internet TESL Journal, 6(11).
  • Chong, Q. K., Kan, G. Y., & Chan, C. (2012). Independent learning resource facility for English Language Learners. The International Academic Forum, 6(7), 1267-1277.
  • Chou, T.-L., & ChanLin, L.-J. (2015). Autonomous ESL learning: “Read & Reflect in English.” Procedia - Social and Behavioral Sciences, 191, 357-360.
  • Cole, J., & Vanderplank, R. (2016). Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System, 61, 31-42.
  • Dofs, K., & Hobbs, M. (2011). Guidelines for Maximising Student Use of Independent Learning Centres: Support for ESOL Learners. Wellington: Creative Commons 3.0.
  • Gibson, J. (2010). Small Group Teaching in English Literature: A Good Practice Guide. London: The Higher English Education Subject Academy Centre.
  • Harmer, J. (2001). The Practice of English Language Teaching. Cambridge: Pearson Education Ltd.
  • Hattingh, S. (2014). The importance of teaching listening. International Studies, 27(3), 97-110.
  • Heriansyah, H. (2012). Speaking problem faced by the English Department students of Syiah Kuala University. Lingua Dadikta, 6(1), 28-35.
  • Hosni, S. Al. (2004). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22-30.
  • Isiaka, B. (2007). Effectiveness of video as an instructional medium in teaching rural children Agricultural and Environmental Sciences. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 3(3), 105-114.
  • Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom – A study conducted at South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121-132.
  • Joint Information Systems Committee. (2002). Video Streaming: A Guide for Educational Development. (S. Thornhill, M. Asensio, & C. Young, Eds.). Manchester: The JiSC Click and Go Video Project,.
  • Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11).
  • Lenhat, A., Duggan, M., Perrin, A., Stapler, R., Rainie, L., & Kim, P. (2015). Teens, Social Media & Technology Overview 2015. Pew Research Center 9. (Vol. 9). Washington DC.: Pew Research Center.
  • Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Trinity College Dublin.
  • Masouleh, N. S., & Jooneghani, R. B. (2012). Autonomous learning: A teacher-less learning! Procedia - Social and Behavioral Sciences, 55, 835-842.
  • Meyer, B., Haywood, N., Sachdev, D., & Faraday, S. (2008). What is Independent Learning and what are the benefits for students? How is Independent Learning viewed by teachers? British Educational Research Association Annual Conference, 5(1), 6.
  • Mills, D., & Alexander, P. (2013). Small Group Teaching: A Toolkit for Learning. Higher Education. Heslington: The Higher Education Academy.
  • Muslem, A., & Abbas, M. (2017). The effectiveness of immersive multimedia learning with peer support on English speaking and reading aloud. International Journal of Instruction, 10(1).
  • Nguyet, N. T. M., & Mai, L. T. T. (2012). Teaching conversational strategies through video clips. Language Education in Asia, 3(1), 32-49.
  • Oradee, T. (2013). Role-developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). International Journal of Social Science and Humanity, 2(6), 533-535.
  • Raja, N., & Saeed, A. (2012). The effectiveness of group work and pair work for students of English at undergraduate level in public and private sector colleges. Interdiciplinary Journal Of Contemporary Research In Business, 4(5), 155-163.
  • Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge: Cambridge Unversity Press.
  • Richards, J. C., & Renandya, W. A. (2004). Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge Unversity Press.
  • Sihem, S. (2012). Using Video Techniques to Develop Students' Speaking Skill. Biskra: Mohamed Khider University of Biskra.
  • Silva, P. K. (2013). Improving Students’ Speaking Skills through The Use of Video Clips of The Eight Grade Students of SMP IT Abu Bakar Yogyakarta in The Academic Year of 2012/2013. Unpublished Master's Thesis. Yogyakarta: State University of Yogyakarta.
  • Sugino, T. (1994). Small group work and second language learning among Japanese learners of English. Intercultural Communication Studies, 4(1), 103-121.
  • Surgenor, P. (2010). Teaching Toolkit. Dublin: University College Dublin.
  • Thornbury, S. (2007). How to Teach Speaking. Harlow: Pearson.
  • Trebor Scholz, R. (2013). Learning Through Digital Media: Experiments in Technology and Pedagogy. iDC. The Institute for Distributed Creativity.
  • UNESCO (2004). Changing Teaching Practices, Using Curriculum Differentiation to Respond to Students’ Diversity. Paris: UNESCO.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.