Published

2002-01-01

Using Video in the English Language Clasroom

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  • Vicente Amado Antonio Nariño HH Corazonistas
Video is a popular and a motivating potential medium in schools. Using video in the language classroom helps the language teachers in many different ways. Video, for instance, brings the outside world into the language classroom, providing the class with many different topics and reasons to talk about. It can provide comprehensible input to the learners through contextualised models of language use. It also offers good opportunities to introduce native English speech into the language classroom. Through this article I will try to show what the benefits of using video are and, at the end, I present an instrument to select and classify video materials.

References

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Hick, S. et al. (1982). “Video for Analysis and Correction of Learner Performance”. In Geddes and Sturtridge (eds.) Video in the Language Classroom. London: Heinemann.

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Porter, D. Roberts, J. (1981). “Authentic Listening Activities”. ELT Journal. 36/1: 37-47.

Sheering, S. (1982). ‘Exploiting Television Videos with Particular Reference to Teaching ESP’. In Geddes and Sturtridge (eds.). Video in the Language Classroom. London: Heinemann.

Tomalin, B. (1986). “Using Video with Children”. PET. June: 34-35.

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Willis, D. (1983). “The Potential and Limitations of Video”. In McGovern, J. (ed). Video Applications in English Language Teaching. ELT Documents 114. London: Pergamon.

How to Cite

APA

Amado, V. (2002). Using Video in the English Language Clasroom. Profile: Issues in Teachers’ Professional Development, 3(1), 35–43. https://revistas.unal.edu.co/index.php/profile/article/view/11313

ACM

[1]
Amado, V. 2002. Using Video in the English Language Clasroom. Profile: Issues in Teachers’ Professional Development. 3, 1 (Jan. 2002), 35–43.

ACS

(1)
Amado, V. Using Video in the English Language Clasroom. Profile: Issues Teach. Prof. Dev. 2002, 3, 35-43.

ABNT

AMADO, V. Using Video in the English Language Clasroom. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 3, n. 1, p. 35–43, 2002. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/11313. Acesso em: 26 dec. 2025.

Chicago

Amado, Vicente. 2002. “Using Video in the English Language Clasroom”. Profile: Issues in Teachers’ Professional Development 3 (1):35-43. https://revistas.unal.edu.co/index.php/profile/article/view/11313.

Harvard

Amado, V. (2002) “Using Video in the English Language Clasroom”, Profile: Issues in Teachers’ Professional Development, 3(1), pp. 35–43. Available at: https://revistas.unal.edu.co/index.php/profile/article/view/11313 (Accessed: 26 December 2025).

IEEE

[1]
V. Amado, “Using Video in the English Language Clasroom”, Profile: Issues Teach. Prof. Dev., vol. 3, no. 1, pp. 35–43, Jan. 2002.

MLA

Amado, V. “Using Video in the English Language Clasroom”. Profile: Issues in Teachers’ Professional Development, vol. 3, no. 1, Jan. 2002, pp. 35-43, https://revistas.unal.edu.co/index.php/profile/article/view/11313.

Turabian

Amado, Vicente. “Using Video in the English Language Clasroom”. Profile: Issues in Teachers’ Professional Development 3, no. 1 (January 1, 2002): 35–43. Accessed December 26, 2025. https://revistas.unal.edu.co/index.php/profile/article/view/11313.

Vancouver

1.
Amado V. Using Video in the English Language Clasroom. Profile: Issues Teach. Prof. Dev. [Internet]. 2002 Jan. 1 [cited 2025 Dec. 26];3(1):35-43. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/11313

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Copyright (c) 2002 Vicente Amado

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