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Three-phase video session: pre-movie, movie, and post-movie activities

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

Each treatment session followed a three-part structure for exploiting video clips: "1) pre-movie activities, in which the teacher will activate the participants' schemata by asking relevant questions about the movie topic. 2) Movie activities", in which the movie was watched and learners could take notes, and "3) post-movie activities", in which new vocabulary was introduced and practiced followed by free discussion. The article also recommends clips be short, around 2 or 3 minutes, and clear, self-contained and engaging.

Design Implications

Context

Requirements

  • Teacher guidance and well-chosen materials; clips prepared ahead with appropriate pre-viewing, viewing and post-viewing activities

Constraints

  • Clips should be short (around 2 or 3 minutes) to allow exploitation of their contents in class

Target Learners

  • intermediate adult EFL learners

Learning Goals

  • vocabulary learning from video materials

Claims

Examples

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Key Sources

  • Isazadeh, P., Makui, S. M. Z., & Ansarian, L. (2016). Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning. International Journal of Education & Literacy Studies, 4(4). https://doi.org/10.7575/aiac.ijels.v.4n.4p.1
Page metadata
Field Value
type design
id three-phase-video-session-structure
title Three-phase video session: pre-movie, movie, and post-movie activities
description Each treatment session followed a three-part structure for exploiting video clips: "1) pre-movie activities, in which the teacher will activate the participants' schemata by asking relevant questions about the movie t...
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — isazadeh-2016

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