VDMIS Newsletter - August 2014 (Plain Text Version)
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TESOL 2014 CONVENTION REPORTS TESOL 2014 PRESENTATION REPORT: iMOVIE AS A TOOL FOR PACED READING: A TEACHING TIP
At the 2014 TESOL Convention in Portland, I presented a teaching tip entitled “iMovie as a Tool for Paced Reading.” This presentation showcased an alternative method of speed reading: paced reading, which focuses on a learner’s controlled practice at a specific reading rate. Reading at a faster pace positively affects the reading comprehension in ELLs (Nation, 2009). Choosing and applying the appropriate reading strategy when seeking to increase both reading rate and comprehension, however, can be a frustrating and overwhelming experience for both student and instructor, especially if learner motivation is low (Mihwa, 2010). There are many popular online resources for increasing reading speed, including Spreeder and Spritz. During the presentation, I demonstrated both of these online applications and highlighted their major drawbacks. Specifically, the text display in both applications is inauthentic: Words suddenly appear and disappear, thereby making it difficult to internalize the preset reading pace. In contrast, iMovie, a movie-making software program that comes standard with most new Macintosh computers, can be used as a paced reading tool to help create a more realistic reading experience for any language learner. By cutting and pasting reading text into the “scrolling credits” section usually found at the end of a movie, students or instructors can set a reading pace at the desired rate, and the text will move upward in a nonstop, fluid motion. This forces the reader to adjust his or her reading rate to the calculated pace. This method provides a fuller picture of previously read sentences and those to come, thereby creating a more contextualized reading. If Macintosh computers are not available, Windows Movie Maker has a similar scrolling credits function that can be used on any PC. I provided the audience with instructions on how to use iMovie in three easy steps: creating, editing, and sharing an iMovie paced reading passage, usable on any mobile device. In my own classes, iMovie practice has been exceptionally rewarding for my students, but it does require some careful planning. Effective use of this technology comes with a caveat: Exporting the iMovie to Youtube and subsequently embedding the video into a course management site is an efficient way to share the video with your students, but this process can take some time depending on the size of the file and the clarity of the video. I prefer to export my videos in HD because the text is clearer to read, but this can take twice as long. It is therefore advisable to experiment with the waiting time for exporting various file sizes and to do this well before your first class. Because most students in a classroom read at different speeds, making a single iMovie at only one reading rate will probably not satisfy all learners. In fact, it can be frustrating to have students request that you to make the reading run faster or slower, especially when you have already created the movie at a particular pace. That is why it is best to make three iMovies of the same text at three speeds with an average text length of 400 words. These can and should be practiced both in and out of the classroom, followed by a variety of comprehension questions for the learners to answer. Students may choose to begin at the lower speed and work their way up to the fastest speed, simply working on keeping pace with the reading. Likewise, an alternative for some might be to focus on maximizing their comprehension at one speed. I prefer my students to practice paced reading for periods of 15–20 minutes, excluding time to complete comprehension questions. This should accommodate the majority of the students while not being overly time consuming for the teacher. For step-by-step instructions about how to create an iMovie, read the handout from my convention session. REFERENCES Nation, P. (2009). Reading faster. International Journal of English Studies, 9(2), 131–144. Mihwa, C. (2010). The effect of a speed reading course: A replication. Asian Journal of English Language Teaching, 20, 102–103.
Luke Coffelt is a lecturer at the Ohio Program of Intensive English at Ohio University and the coordinator for the College of Business. He began his teaching career in Egypt, where he developed a passion for computer-assisted language learning. His recent professional focus has been on instructing English for specific purposes courses to undergraduate business students. |
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