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2012 | 12 | 3 | 49-61

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Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings. Although it has been demonstrated for many years that the use of video as an instructional medium provides unique learning qualities, it has not been entirely embraced by high school English as a Second Language (ESL) teachers. Furthermore, recent advancements of digital video (low cost equipment and editing software) and Web-based video sharing services provide remarkable possibilities for supporting a variety of learning activities in ESL classrooms. Yet, classroom practice in using video technology has not gone too far beyond simple viewing and listening to video content for eliciting discussion among ESL students. This paper particularly highlights the role of video in the process of improving student pronunciation and presentation skills. The authors described a week-long classroom video-based project conducted at a Midwestern High School. The best examples of classroom practices and student activities were discussed. The most prominent observations of this project were that the video-based ESL activities contributed to the overall learning motivation and the enhancement of pronunciation skills. Finally, the authors discuss some potential issues and instructional implications of utilizing video technology in K-12 settings.








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  • Concordia University Chicago, Chicago – Illinois, USA
  • Mount Saint Mary College, Newburgh – New York, USA


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