This video presents a variety of French daily conversations at a beginner level. The video requires students to interact with each other; in other words, this is a learner-learner interaction. Students likely will inherent conversations of the video and apply it in their discussions. However, this inherence is a practical yet typical learning phenomenon in language learning, especially at a beginner or intermediate level.
In our learning design, we suggest students to self introduce themselves to each other. In their conversations, they likely will use dialogues learned from the video. We aim to develop students’ ability to pose and respond to francophone communications. Besides, we hope our students can get to know their group members through collaboration which is crucial in the next group projects (e.g., detective play).
When students finish discussions, we will let them introduce themselves and their group members to the class; this is an opportunity for instructors to give feedback. Feedback will stress on participation and encouragement; instructors will note pronunciation and constructal mistakes on the blackboard, as learning resources, to provide feedback for the entire class. Zhang argues that peer feedback is also a strategy for peer feedback in group work. Peer feedback allows learners to make self-improvement in an engaging way.
The video has a collection of practical francophone conversations that are applicable in real life; however, students may have a hard time following and taking notes from the dialogues because the video is presented in an unorganized way. The video could be divided into different sections based on scenarios and subjects so that students can choose the topics by their interests. For example, students can watch a part of the video that focuses on self-introduction several times to memorize and take notes. In this way, an organized learning objective is clear and easy for students to follow and complete.
Addressed Prompts:
- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
- What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?
- How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
- How could the video have been designed to generate more or better activity from viewers or students?
- How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?