VDMIS Newsletter - July 2015 (Plain Text Version)

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In this issue:
LEADERSHIP UPDATES
•  FROM THE NEWSLETTER CO-EDITOR
•  FROM THE CHAIR
•  FROM THE CHAIR-ELECT
ARTICLES
•  FLIPPING THE CLASSROOM AND ITS APPLICATION TO ESL/EFL CONTEXTS
•  NINETY YEARS OF PROGRESS IN STUDENT-GENERATED MEDIA
EXTRA CATEGORIES
•  DIGITAL IDENTITY TEXTS: IMMIGRATION STORIES OF COMING TO CANADA
•  DOCUMENTARY FILMMAKING FOR ELLS
•  HOW MOBILE APP VINE CAN CONNECT TECHNOLOGY WITH LANGUAGE USE
•  FLIPPING THE ESL CLASSROOM--MY STORY, MY FEARS, MY SOLUTIONS
•  FLIPPING TO CROSS THE DIGITAL DIVIDE
•  CHOOSING FILMS FOR LOW-LEVEL L2 STUDENTS: SOME USEFUL CONSIDERATIONS
ABOUT THIS COMMUNITY
•  VDMIS OFFICERS 2015-2016
•  VIDEO AND DIGITAL MEDIA IS: PRESENTATIONS GIVEN AT TESOL 2015
•  MINUTES OF THE VDMIS OPEN ANNUAL BUSINESS MEETING, TESOL 2015
•  CALL FOR ARTICLES
•  VDMIS MISSION STATEMENT

HOW MOBILE APP VINE CAN CONNECT TECHNOLOGY WITH LANGUAGE USE

Suzanne Bardasz, University of California, Davis, Extension, Davis, California, USA

Within the past 5 years, smartphones and mobile apps have become pervasive. Consequently, some teachers have expressed concern about students using these phones and apps in the classroom. However, Nisbet and Austin (2013) and Kim (2014) found that apps can help enhance vocabulary and reading skills. One such app, Vine, can assist with language learning. In my 2015 TESOL Teaching Tip demonstration, I showed how Vine can be utilized in the classroom.

Vine is a free mobile app compatible with i0S, Android, and other mobile devices. It allows users to create 6-second videos that loop (or repeat) and can be uploaded and shared with others (“revine”). Vine also has some similarities to other social media networks. Users can have followers and “revine” videos (similar to Twitter), “like” and leave comments (similar to Facebook), and keep track of the number of views (similar to YouTube).

Because Vine is versatile, teachers can use the app in many ways, including reporting and describing a process, teaching definitions and giving examples, providing descriptions, and making skits. My students used Vine to create news skits and practice certain grammar features by leaving comments using that specific tense. With Vine’s looping capability, students were able to watch the videos many times for additional comprehension.

Even though there are benefits of using Vine, there are some challenges, including timing to film within 6 seconds, limited tools for editing, and privacy concerns. Despite these challenges, Vine is a great tool requiring minimal equipment and technical skills, as well as opportunities for interaction and learning.

References

Kim, H. S. (2014). Effects of using mobile devices in blended learning for English reading comprehension. Multimedia-Assisted Language Learning, 17(2), 64–85.

Nisbet, D., & Austin, D. (2013). Enhancing ESL vocabulary development through the use of mobile technology. Journal of Adult Education, 42(1), 1–7.

Suzanne Bardasz currently works at UC Davis Extension IEPP in Davis, California, where she mainly teaches upper-level composition classes as well as classes in the English for Science and Technology (EST) program. She previously taught English at the Korea Advanced Institute for Science and Technology (KAIST) in Daejeon, South Korea for nearly 5 years.