How to motivate and engage students with authentic video

Sue Kay
A teacher holding a tablet in a classroom with students around her also looking at the tablet smiling
Reading time: 4 minutes

Sue Kay has been an ELT materials writer for over 25 years. She is the co-author of app's Focus Second Edition and is one of the co-founders of . In this article, Sue takes us through her experience of using video in the classroom and shows us how to motivate and engage students with authentic video.

Videos are no longer a novelty

When I started teaching in the early 80s, video was a novelty in the classroom. We only had one video player for the whole school and had to book it a week in advance. There was very little published material available, but thanks to the rarity factor, the students lapped it up.

There was no problem with getting them motivated, even if the lessons accompanying the videos were not particularly exciting and consisted mainly of comprehension questions. Lucky for me, our school had a very dynamic Director of Studies who gave great teacher training sessions and I was very taken with a presentation he did on active viewing tasks.

I was, and still am, a big fan of the Communicative Approach and I embraced the more interactive video tasks enthusiastically: freeze frame and predict, watch with the sound down and guess what people are saying, listen with the screen hidden to guess the action, etc.

When I’m preparing a video lesson, I still try to include at least one of these activities because the information gap provides an ideal motivation for students to watch the video and check their ideas.

Motivating students with video
Play
Privacy and cookies

By watching, you agree app can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

Is video a good motivational tool to use in the classroom today?

In the old days, video could motivate and engage a class because it was something relatively new, but what about nowadays when video has gradually moved from a ‘nice-to-have’ element of new courses to a ‘must-have’?

We teachers have unlimited access to videos, either those that accompany our course or on the internet. But has this affected motivation? Has video also become harder to use as a motivating factor in the classroom?

Yes and no.

Teenagers have grown up with a smartphone in their hand. They live their lives through video - filming themselves or one another, uploading and sharing video content on TikTok or other similar platforms, accessing YouTube on a variety of devices, and even aspiring to be like the YouTubers they spend hours and hours watching.

The importance of this to the way we teach is summed up by this quote from The Age of the Image, “We can’t learn or teach what we can’t communicate – and increasingly that communication is being done through visual media.”

Video is the ideal medium for teaching 21st-century skills and visual literacy. None of my students bat an eyelid when I ask them to make a video for homework, film themselves telling an anecdote, watch a grammar explanation online, or do some online research.

But in terms of what we watch in class, our videos need to work harder than before. In my experience, students won’t tolerate boring or unnatural videos, just because they’re in English. Because they watch so many online films, documentaries and series, students are used to high production values, strong narratives and authentic material.

What makes a motivating and engaging video?

When we were writing the second edition of Focus, we were lucky enough to have access to the BBC archives. However, just because something has appeared on the BBC it doesn’t mean it is suitable for our students. In my experience, there are certain criteria that needs to be fulfilled in order to motivate and engage students with video.

The wow factor

First of all, it helps if a video has a visual wow factor. This may be an unusual setting or a location with breathtaking scenery. If there’s no visual interest, you may as well do an audio lesson. However, stunning places and incredible landscapes won’t hold the students’ interest for very long.

Relatability

There also has to be something in the video that the student can relate to their own lives. For instance, one of the clips we chose for Focus Second Edition is set in an amazing place in Turkey, popular with tourists who visit in hot air balloons. The students are unlikely to have visited this place, but to make it relatable and interesting for students, we chose an extract that focuses on the caves that older generations still inhabit, while the younger generation have moved to the nearby cities. The topic of young people leaving the countryside for the big city is a topic that will be familiar anywhere in the world.

An inspiring story

A generation that have access to endless TV series and films on demand expect a good story. While this can be an episode from a drama - it doesn’t have to be fiction. It can be an inspiring story of human achievement or any kind of human-interest story that follows a journey and has a story arc.

Social relevance

Generation Z and Alpha tend to be very socially engaged and open-minded; they want to change the world. So videos that air social issues are ideal as stimulus for discussion. For example, in Focus Second Edition we’ve included a video clip about a project that’s underway in Holland, where students can have low-priced accommodation in a Care Home in return for some help with the elderly residents. In class, we’ve used this video clip as a springboard for discussing relationships across generations.

Why are these types of video more motivating?

Videos that fulfil these criteria raise motivation in class because they facilitate more interesting lessons. If the video is visually engaging, it’s easier to write the active viewing tasks I mentioned earlier. If the topic is relatable on some level, the lesson can include personalization and discussion, which wouldn’t work if the content was so far removed from the students’ reality that they have nothing to say about it.

I’m particularly keen on videos that are engaging enough to facilitate follow-up tasks that might spark the students’ imagination and help to put them in other people’s shoes. For example, in Focus Second Edition, we’ve included a video about window cleaners on the Burj Khalifa in Dubai, the tallest building in the world.

As you can imagine, the film shots are breathtaking and have not only the wow factor but the ‘agh factor’ too for people who are afraid of heights. The presenter, Dallas, joins the experienced window cleaners, and you can’t help but hold your breath as he climbs out onto the side of the building, which is a sheer drop of 800 meters below him. No wonder he has a dry mouth.

The short clip is so engaging that the lesson practically writes itself. Here are a couple of examples of follow-up tasks that are only possible because the video holds the students’ attention and ignites their imagination:

After you watch

  • You are Dallas and you want to learn more about the daily routine of the window cleaners at the Burj Khalifa. In pairs, decide on a list of five questions you want to ask the window cleaners about their job.
  • Imagine that you are Dallas and write an article about your work experience on the tallest building in the world.

All this increased volume and choice of video is great, and video certainly still has the power to motivate our students, but I believe we teachers and materials providers need to focus more on the quality of the videos we use in class than the quantity.

Bibliography

  • Apkon, S. (2013) The Age of the Image. Farrar, Straus and Giroux
  • DLA. Digitallearningassociates.com
  • Donaghy, Kieran (2015) Film in Action. Delta Publishing
  • Goldstein, Ben. & Driver, Paul. (2015) Language Learning with Digital Video. Cambridge University Press
  • Keddie, Jamie. and .
  • Donaghy, K & Whitcher A., , ELT Teacher 2 Writer

More blogs from app

  • A group of friends smiling

    How language learning can improve your life for the better

    By Samantha Ball
    Reading time: 7 minutes

    Language learning is more than just something you study—it's a strategic move that integrates into every aspect of your life—socially, professionally and mentally. With English often being the common ground for global business, communicating effectively in this language has never been more important.
    In this post, we uncover the benefits of language proficiency, particularly in English, backed by relevant statistics and insights from app's recentground-breaking new research.

  • A woman on her phone travelling outdoors

    The future of remote learning and its role in preparing students for future careers

    Reading time: 5 minutes

    The future of remote learning still holds significant potential in preparing students for future careers by leveraging advanced technologies, fostering flexibility and accessibility, promoting lifelong learning, facilitating global collaboration, emphasizing soft skills, personalizing learning experiences, integrating industry partnerships, and ensuring ethical and responsible use of technology. A , and many institutions continue to expand their online offerings with many institutions at least offering some part of their learning online.

    By embracing these opportunities and addressing challenges proactively, remote learning can play a vital role in equipping students with the knowledge, skills and mindset needed to thrive in a rapidly evolving job market. With jobs moving away from the bricks-and-mortar workplace, tomorrow's job opportunities will have fewer physical and geographical restrictions, so if you you can also learn anywhere in the world.

    Here's how remote learning integrates into this evolution, by enforcing these things:

    Flexibility and accessibility

    Remote learning provides flexibility in scheduling and accessibility to educational resources, allowing students to balance learning with other commitments such as work or family responsibilities. This flexibility mirrors the dynamic nature of many future careers, where adaptability and time management are essential skills. It also allows people who may otherwise not be able to attend a traditional institution in person the same opportunity to learn.

    Digital literacy and technological proficiency

    Remote learning requires students to navigate various digital platforms, tools and resources, fostering digital literacy and technological proficiency. These skills are increasingly vital in virtually every industry, as technology continues to transform the way we work and communicate.

    Self-directed learning and autonomy

    Remote learning often encourages self-directed learning, where students take greater responsibility for their education, set learning goals, and manage their progress independently. This cultivates autonomy and self-motivation, qualities highly valued in the modern workplace, where employees are expected to take initiative and drive their own professional development.

    Global perspective and cultural competence

    Remote learning platforms facilitate collaboration and interaction among students from diverse cultural backgrounds and geographical locations. Engaging with peers from around the world fosters a global perspective, cultural competence, and cross-cultural communication skills, essential for success in an increasingly interconnected and globalized workforce.

    Collaboration and teamwork skills

    While remote, students often participate in group projects, discussions and virtual teamwork exercises, honing their collaboration and communication skills in digital environments. These skills are invaluable in many careers, where collaboration across distributed teams and effective virtual communication are becoming increasingly common.

    Problem-solving and critical thinking

    Remote learning activities often emphasize problem-solving, critical thinking and analytical skills as students engage with complex challenges and real-world scenarios. These cognitive skills are essential for navigating uncertainty and innovation in future careers, where the ability to analyze information, think critically and propose creative solutions is highly prized.

    Adaptability to changing technologies and industries

    Remote learning exposes students to a variety of digital tools, software and online platforms, helping them adapt to rapidly changing technologies and industries. By staying abreast of emerging trends and mastering new tools, students develop a mindset of lifelong learning and adaptability, crucial for success in careers that continually evolve.

    Professional networking and career development

    Remote learning platforms often provide opportunities for students to connect with industry professionals, mentors and alumni networks, expanding their professional network and gaining insights into potential career paths. Building relationships with professionals in their field of interest can open doors to internships, job opportunities and career guidance, facilitating a smoother transition from education to employment.

    The future of remote learning is poised to undergo significant transformations driven by technological advancements, evolving educational paradigms and societal shifts. Here are just some key trends that may shape the future of remote learning…

    Hybrid learning models

    As we move forward, we're likely to see a blend of traditional classroom instruction and remote learning, known as hybrid learning. This model offers flexibility for both students and educators, allowing them to leverage the benefits of in-person interaction while also harnessing the advantages of remote technologies for convenience, accessibility and personalized learning experiences.

    Virtual reality (VR) and augmented reality (AR)

    VR and AR technologies are expected to play a more prominent role in remote learning, offering immersive and interactive experiences that simulate real-world environments. These technologies can transport students to historical sites, enable hands-on experiments in science labs, and facilitate collaborative problem-solving activities, enhancing engagement and understanding.

    Artificial intelligence (AI) and adaptive learning

    AI-powered tools can analyze vast amounts of data to personalize learning experiences, identify individual strengths and weaknesses, and offer targeted interventions. Adaptive learning platforms can adjust the pace, content and instructional methods based on each student's learning preferences and performance, optimizing learning outcomes and promoting mastery of concepts.

    Microlearning and bite-sized content

    With attention spans decreasing and the demand for just-in-time learning increasing, microlearning—delivering content in small, digestible chunks—is gaining popularity. Microlearning modules, delivered through mobile devices and online platforms, enable learners to access relevant information quickly, retain knowledge more effectively, and apply it immediately in real-world contexts.

    Gamification and interactive content

    Gamification elements such as badges, leaderboards and rewards can enhance motivation, engagement and retention in remote learning environments. Interactive content, such as simulations, quizzes and branching scenarios, not only makes learning more enjoyable but also facilitates active participation, critical thinking and skill development.

    Social learning and collaboration tools

    Remote learning platforms will continue to integrate social learning features such as discussion forums, group projects and peer feedback mechanisms. Collaboration tools like video conferencing, instant messaging and shared document editing enable synchronous and asynchronous communication, fostering interaction, teamwork and community building among students and educators.

    Data-driven decision making

    The collection and analysis of learning analytics data will enable educators and administrators to gain insights into student progress, engagement levels and learning preferences. By leveraging data-driven decision-making processes, institutions can identify areas for improvement, personalize interventions and optimize instructional strategies to enhance student success and retention rates.

    Continued emphasis on equity and inclusion

    As remote learning becomes more prevalent, it's crucial to address issues of access, digital literacy, and socioeconomic disparities. Efforts to bridge the digital divide, provide equitable access to technology and resources, and create inclusive learning environments for diverse populations will be essential in shaping the future of remote learning.

    In summary, by leveraging the opportunities provided by remote learning, students, job seekers and career changers can develop the skills and competencies needed to thrive in a dynamic and rapidly changing job market.

  • A woman holding a book to her face, reading in a bookstore with shelves of books behind her

    Fantasy, the English language and Tolkien

    By
    Reading time: 6 minutes

    A large number of well-known writers have often created or coined words that are used in everyday English. When you think of authors, prominent figures like Shakespeare may come to mind. He enriched the English language with words like "amazement," "bedazzled," and "fashionable." Charles Dickens introduced "boredom," showcasing his talent for capturing profound human emotions and societal issues in a single word. Lewis Carroll added whimsical words to our lexicon, including "chortle," a delightful mix of 'chuckle' and 'snort.'

    But Tolkien is another one of those authors who has added to the English language's colorful dictionary. Tolkien did not just create worlds; he also enriched our language, adding a lexicon that elicits the smell of mead in crowded halls and the sight of smoky mountains veiled in mystery. Language enthusiasts and fantasy fans alike join us on this philological adventure as we uncover the words that J.R.R. Tolkien, the mastermind behind Middle-earth, either coined or brought into the limelight.