Does the use of video as a reflective tool

for teachers and students impact on

student learning of an international
language, with a focus on speaking?
Teacher: Nicole Morrall
School Name: Kimihia School
Email Address:
nicolem@kimihia.school.nz
GST number: 49637128
Learning Languages in
the New Zealand
Curriculum
‘There is a clear expectation from the
Minister and Ministry of Education that
schools with students in Years 7-10
should be working towards including a
quality second language programme
when designing their school curriculum.’
(Revised curriculum document)
Why study a language?
In learning an additional language and its culture, students will:
 come to appreciate that languages and cultures are systems organised
in particular ways to achieve meaning;
 extend their ability to interact appropriately with speakers of another
language or from another culture;
 be introduced to new ways to interpret the world and their place in it;
 acquire knowledge, skills, and attitudes that equip them for living in a
world of diverse people, languages and cultures;
 be challenged to consider their own identities and assumptions.
(NZC p. 24-25)
E-learning and pedagogy
E-learning has the potential to support
teaching by:
assisting students in making connections;
facilitating shared learning;
creating supportive learning environments;
and
enhancing opportunities to learn.
(NZC p. 36)
Focus Question:
Does the use of video as a reflective tool for teachers and students
impact on student learning of an international language, with a
focus on speaking?
Research and theoretical base used to underpin focus
question:
Ellis Principles (2005)
 Principle 1 – Instruction needs to ensure that learners develop both
a rich repertoire of formulaic expressions and a rule-based
competence.
 Principle 7 - Successful instructed language learning also requires
opportunities for output.
 Principle 8 – The opportunity to interact in the target language is
central to developing proficiency.
Principles of Intercultural
Communicative Language Teaching
and Learning
Newton & Yates 2009 MOE NZ
Principle 1 – Integrates language and culture
from the beginning.
Principle 2 – Engages learners in genuine
social interactions.
Principle 4 – Fosters explicit comparisons and
connections between languages and cultures.
Teaching as Inquiry
 Change in schools
Moved from St Andrews Middle School to
Kimihia School in July
Blue background blog pages = SAMS
Red background blog pages = Kimihia
 Research Context
Kimihia School is a decile 2 full primary school situated on the east side of Huntly
in a semi-rural setting. There are 341 students, with 13 ethnicities represented.
Other 6%
Pacific
Islander
5%

46
%

43
%
Target Group
Student voice – initial
survey
First Survey Conclusions
Most students had experience of learning an
additional language.
Students had greater access to computers outside of
school than anticipated (85% have access to Internet
at home).
Displayed interest in developing digital walls.
Most students knew very little about China.
Tended to associate what they knew about Japan
with China.
All but one speak only English at home.
 E-Learning in Chinese
The class blog
•YouTube as an educational resource
•Scribd to upload documents
•Internet for research
•Quizlet
•Voki and ToonDoo
Chinese page on blog
Student video and
self/peer assessment
Reflection Questions:
What do you feel went well?
What do you need to work on?
What are the next steps?
Student’s comments on
video
Chinese Introduction Video
I think I did pretty well for someone who has been learning Chinese
for about 5 weeks. (It may sound like a long time but it really
isn't!)

I think I spoke clearly, I didn't try to use tones because they are
quite confusing.

Please don't laugh at my video!

What I am saying....
Hello
My name is Brooke
My phone number is
8953535 (not my real phone number)
ENJOY!!
Other students’
comments
 EmmaC said...
 you were looking at a piece of paper (so was i ) we should work on remembering what we say. you done
awesome!
 May 11, 2010 2:47 PM
 Joyce said...
 I agree with Emma, maybe next time you can try to practice more.^-^
 May 12, 2010 5:12 PM
 shivon said...
 yeah I agree with Joyce and yeah you could maybe practice on looking at the camera a bit more (tip)* putting
the piece of paper right next to the camera !that's my trick~
 May 12, 2010 5:38 PM
 Hannah said...
 Brooke that was really good though I think you need to practice on your pronunciation and fluency!
 May 12, 2010 9:17 PM
 Horim C said...
 I think you did great! Yes, you might have looked at the piece of paper but I think that's all part of learning! if
you didn't need the paper and you worked a bit more on your fluency, next time I think you would be perfect!
 May 12, 2010 11:34 PM

 
I had a bit of trouble with my Chinese assessment because I started learning late
but I will soon become better at it. I wasn't very confident because I haven't learnt
much1/4. I had a normal voice 2/4. My pace needs a lot of work 1/4. My tone
needs a little work 1/4. My pronunciation needs a lot of work1/4 and the flow was
just right 2/4. (BJ self -assessment)
Video of teaching session
to inform teaching
practice
  
Professional Learning Reflection and Action
Learning Languages: Teacher: Nicole Morrall School/Class: Room 7, SAMS Date:17/5/2010  
Next step actions: Teacher Practice: Student Professional Learning Conversations
1.slow down Learning:
2.scaffold IMPACT
Sharing/Feedback/Feedforward:  
3.think about transition
What did I do? What was the impact?
between skills
What happened? What happened? Discussions with
Started out with quick How do you know your students colleagues/students?
review questions and then a are learning? Need to discuss in more detail with
game which worked on this I tend to do a quick review each students: What is good speaking?
language structure but with lesson – I think this is reasonably What is good listening? Do a wordle
different vocabulary – just effective but might get a bit boring or a bubbl.us which we can keep up
as a warm-up. after a while. Just keeps some of on the wall and refer back to when
This lesson was all about the language structures and vocab needed rather than needing to go
introducing new alive… through
What will I do Thoughtsit /allReflections:
explicitly every  
vocabulary, working within aAs I was trying to avoid using lesson.
differently? Why? I had the students working with all
language structure we English, had this situation where
When introducing the four skills today – perhaps letting
already knew (or so I students kept asking ‘What does it
learning intentions at the them know that we are only going to
thought). mean?’ – not with regards to the
beginning of the lesson, be focusing on 2 skills. Also,
-use of PowerPoint with vocabulary items so much as the
tell them, for example, explicitly asking them not to write
pictures of vocab. structures, which I had assumed
that today we are going to something down when I am trying to
-went through, with they would make an easy transfer
be learning how to ask work on their pronunciation of the
students repeating words across form the work we had
someone: What do you like word – let them know that I will
after me. already done with food.
to drink? And Do you like give them plenty of time later to
-Went straight into having I think I know my students are
to drink (tea)? get the vocab. written in but for
students respond to learning when I can hear they are
Keep this up on board so now I want them to concentrate on
questions: “is this coffee or using the language to interact with
it is there for people to their pronunciation. Jeanne
tea?” each other – either when playing a
refer back to. suggested that focusing on just the
-Then got students to take game or preparing for a roleplay.
one or two skills will help with
notes on vocabulary – did
retention – am trying to do too
not give English at any time.
much.
Changes to make in
teaching
Try to praise more using formulaic language.
Give students more basic formulaic language
to use in everyday classroom situations.
Try to give students more task-based
activities for authentic communication –
something students will actually use in real
life.
Gathering Student Voice
I conducted a class survey after almost one term of learning
Chinese at my new school.
- How has Japanese helped you with learning Chinese?
- What have you learnt in Chinese so far?
- What are the challenges of learning Chinese?
- How do you help yourself learn?
- How does your teacher help you?
- How will you know when you have learnt something?
- What would help you remember?
- What advice would you give to students who were going to start
learning Chinese?
- Is there any language you hear at home or in the community
that helps you with learning Chinese?
What are the challenges
in learning Chinese?
何爱玛 héàimǎ 魏岱文 wèidàiwén 毕蕊妮 bìruǐnī
The challenges of The challenges of
The pronunciation is a
learning Chinese are learning Chinese are I
challenge whilst learning
getting the can’t remember all of it
Chinese.
pronunciation right. and it’s hard to
pronounce it correctly.

何杰 héjié
Remembering words,
phone numbers, numbers.
史莎曼 shǐshāmàn 白珂 báikēbīn
The pronunciation Pronouncing some
史文满 shǐwénmǎn and tones.
The tones of the words.
What would help you
remember?
何爱玛 héàimǎ 魏岱文 wèidàiwén 毕蕊妮 bìruǐnī
I would remember My book would help you
What would help me
Chinese better if we remember.
remember something will
used pictures to be like if it rhymed like Mrs.
remember the Jones taught us pasame
characters. the hasame for scissors
史文满 shǐwénmǎn and I’ve always
My book. remembered that!

何杰 héjié
Keep practicing, listening 白珂 báikēbīn
to advice. Involving cards like
史莎曼 shǐshāmàn we did with hiragana
Write it in my book. letters and using
word sounds similar.
 Class Data

Time 1 – Baseline Survey Time 2 – Chinese Reading/Writing Test

Time 1 – Introduction Time 2 – 2nd Introduction Time 3 – Ordering Food
Speech Speech Roleplay
Growth shown in videos
 Achievement Objectives
CiNZC – Achievement Objectives
Level 1 – Emergent Communication
Communication functions
Students should be able to:
1.1 greet, farewell, and thank people
1.2 introduce themselves and others
1.3 ask for and respond to simple personal information
1.5 recognise and respond to simple classroom instructions
1.6 use numbers 1-10
Language level indicators
Speaking:
•Approximate tones, pronunciation and intonation by imitating sounds, simple words, names, and phrases;
•Respond appropriately to simple set phrases, questions, or visual stimuli.

Level 2 – Emergent Communication
Communication functions
Students should be able to:
2.1 Ask about and respond to personal information about themselves and others
2.2 Use numbers 0 through 100
Language level indicators
Speaking:
-Speak simple words and phrases with increasingly accurate tones, pronunciation, and intonation;
-Initiate and respond in brief conversations using learned words and phrases.
 AS = Above Standard WS = Within Standard BS = Below Standard
Achievement  1.1 1.2 1.3 1.5 1.6 2.1 2.2
Objective

何爱玛 héàimǎ AS WS AS AS AS AS AS
毕蕊妮 bìruǐnī AS WS WS WS AS WS WS
何杰 héjié AS WS WS WS AS WS WS
史文满 shǐwénmǎn AS WS AS WS AS AS WS
史莎曼 shǐshāmàn AS WS AS AS AS AS AS
魏岱文 wèidàiwén AS WS AS WS AS WS AS
白珂斌 báikēbīn AS WS AS BS AS WS AS
Student Voice
After learning Chinese for about 15 weeks, students were
asked to write a paragraph in which they addressed the
following questions:

What do you feel confident doing in Chinese?

What did you have trouble with?
How did doing the videos help you?
What else helped you?
What have you learnt about Chinese culture?
Are you thinking you might take a language at high
school? Why/why not?
何爱玛 héàimǎ
In Chinese, I feel confident introducing myself, saying my phone
numbers, what food I like and what food I don’t like. I have trouble
with getting the tones correct. Doing the videos has helped me with
my Chinese by providing practice in using the correct pronunciation.
Another thing that has helped me is the flash cards because they
helped me learn and practice the tones. I have learnt that for the
Chinese four is an unlucky number and 9 is a lucky number. I have
also learnt that Chinese eat lots of noodles and rice, steamed buns
and dumplings. It is respectful to take your shoes off when you enter a
room. At high school I will take a language because it is fun exploring
other cultures and I would find it extremely helpful if I were to travel
overseas. All in all, I have really enjoyed learning Chinese.
何杰 héjié
I feel confident when I’m introducing myself and saying my phone number in
Chinese. I have had trouble with the Chinese characters. The videos have
helped me a lot to be confident in saying Chinese. In Chinese culture I have
learnt that it is rude to leave your chopsticks stabbed into your food in your
bowl. In high school I might choose Chinese or German.
史莎曼 shǐshāmàn
In Chinese I feel confident saying the numbers. I have trouble saying the
pronunciation and the tones and the food. Doing the videos helped me with
Chinese because we had lots of practice and so I got used to saying the
words. Some things that helped me were the flashcards and the comic
strips that the class made. Also, games like telephone tag and Chinese
bingo helped me with my numbers. In Chinese culture I’ve learnt about the
meaning of the number 4. Also, I’ve learnt that China has lots of food that
includes rice. I’m thinking of taking Chinese when I’m in high school
because you get scholarships.
史文满 shǐwénmǎn
I feel confident using numbers and telling my phone number.
I had trouble with being here all Chinese lessons as my
sound system job interferes. The videos help me in
pronouncing the tones right. Also, the Chinese number bingo
helped me with my numbers. I have learnt that the number 4
(si) in Chinese means death. I might take a language at high
school as I can pronounce tones well.
魏岱文 wèidàiwén
In Chinese, I feel confident when speaking freely like in our
role-play. I have trouble with recognising tones. The video
helped me because I learnt more words and how to put them
in their correct format. Some o the things that helped me was
working with other people and learning from them. In
Chinese culture, I’ve learnt about what not to do with
chopsticks and what is respectful and disrespectful. The
language I’m taking at college is Japanese because it’s
easier to say and I want to go there when I’m older.
白珂斌 báikēbīn
In Chinese I feel confident saying my telephone number in
Chinese, counting 5, 4, 3, 2, 1 and saying my name. In
Chinese, I have had trouble in ordering food and
remembering symbols that mean words. Doing the videos
has helped me with structuring a sentence to introduce
myself and say my telephone number. Something else
that has helped me is picturing the symbols as what they
look like to figure out what they mean. In the Chinese
culture, I have learnt there are certain ways to use
chopsticks and you can’t say bad things about Chairman
Mao. I am thinking of taking a language at high school. I
would like to do Japanese as it’s easy and I really enjoyed
it.
 Significance
Based on your findings, how might this inquiry into your practice
influence your future teaching?

•I think preparing the videos gave the students a definite target to work towards. At this stage, I
think it had the greatest impact in giving the students time to actually engage with the language
and it was the preparation rather than the later viewing of the videos that had the greatest impact
on their learning.

•I would like to work more on the student evaluation of their own videos next year as I really want
the students to become more aware of their own strengths and weaknesses with the language
and to take ownership of their learning. At this stage, I think it was still very teacher-directed – not
really a reflective tool as such for the students.

•I think the students enjoyed and got a lot more valuable learning out of preparing their own
roleplays rather than just doing the self-introduction videos. I really enjoyed seeing the creative
ways some of the students used the language they had previously learnt.
 My Learning
How has your own learning shifted / improved?
This has been my first year teaching Chinese and I have grown in confidence throughout
the year in using formulaic language – although this is still an area on which I will need to
work.

I have always believed there are great benefits to be had from using e-learning with
learning languages and I have enjoyed experimenting with all the different tools out there.
They are really motivational for students and allow for the learning needs of students with
different learning styles to be more easily met.

This was my first year working with blogs and I can definitely see their value in
encouraging students to become more reflective in their learning. I think recently I have
used issues with access to ICT as an excuse for not using blogs to their full potential,
and next year I plan on introducing them earlier to students and making full use of all
available resources.

This was also my first time actively gathering student voice and this was an incredibly
valuable exercise for me. This will become a regular part of my teaching practice – only I
will now try using it in all curriculum areas.
References
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 Use of this report
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published on TKI? (The report would be edited
to ensure teachers, students and the school
were not identified if necessary)

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