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Video Analysis Activity: ESL/EFL Teaching

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Video Analysis Activity: ESL/EFL Teaching

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1. Teacher’s View of Language

How does the teacher perceive "language" (e.g., as communication vs. rules)? Give examples.

2. ESL or EFL Context?

Is the class ESL or EFL? Why? Describe 2 key features that show this.

3. Teaching Method/Approach

What method/approach does the teacher use (e.g., Communicative, Audio-Lingual)? Provide evidence.

What acquisition theory is he using?

4. Implicit or Explicit Instruction?

Does the teacher focus more on implicit (natural exposure) or explicit (rule-based) teaching? How?

5. Suggested Improvements

What 1-2 changes would you make to the lesson? Justify briefly.

VIDEO 1. Open Class Demonstration.mp 4

VIDEO 2. Teaching English - Public School Grade 1.mp 4

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Abel R_2. Teaching English - Public School Grade 1

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Abel R_2. Teaching English - Public School Grade 1

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1. The teacher perceive languague: focused in communication, for example he was telling to the kids that when he says 5 they have to put their feet on the floor, and also with 4: hands on the desk, 3: eyes on he, 2: listen to him, 1: be quiet, the he repeat and the students follow him. Thas was a way to communication.

2. It is EFL, Foreign Language, because English is not the primary language there, china.

3. The teacher uses the Audio-Lingual method. Because it focuses on the acquisition of oral expression and pronunciation also on repetition and support on behaviorism.

4. He focuses more on implicit way, because he uses oral expression,and they listen, he is not teaching grammatical rules. also using pictures.

5. nothing, because in my opinion he is teaching perfect according to their ages.

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Luisa Alvarez. Video 2, Teaching English-Public School Grade 1

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Luisa Alvarez. Video 2, Teaching English-Public School Grade 1

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1. Teacher's Perspective on Language

The teacher views language primarily as communication, but with a strong focus on repetition.

- Communicative example: Simple dialogues such as How are you? I am fine," where language is used for interaction.

- Rules example: Explicit instructions such as "Speak English, no Chinese," and error correction also demonstrate a view of language as a system of rules.

2. Context: ESL or EFL

This is an EFL (English as a Foreign Language) context. Two key features:

-Artificial immersion: The teacher requires "no Chinese" and simulates an English-speaking environment (typical in EFL where English is not the dominant language outside the classroom).

-Structured teaching: Use of basic vocabulary (apple, cat) and repetition of phrases (I am super), common in EFL where exposure to English is limited.

Evidence: Students need explicit instruction to practice ("Rule number four: speak English").

3. Method

Hybrid Method

- Audiolingual: Pattern repetition (a-apple, b-ball), error correction, and positive reinforcement (very good).

- Partially communicative: Dialogues like "How are you?", although very controlled.

- TPR (Total Physical Response): Physical commands (stand up, clap your hands).

4. Implicit or Explicit Instruction

Explicit instruction predominates:

- Explicit: Clear rules (Raise your hand, no Chinese).

- Direct teaching of vocabulary (C is for cat).

- Implicit: Exposure to sentences in context (How are you?)

Example: The teacher corrects immediately (not okay, boys lose a point), prioritizing accuracy over spontaneous fluency.

5.I don't have any suggestions for improvement, as he is a teacher who leads the class in a dynamic manner and attracts the children's attention.

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Video Analysis Activity: ESL/EFL Teaching Sergio Gomez 

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Video Analysis Activity: ESL/EFL Teaching Sergio Gomez 

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1. Initially, the videos show a clear contrast between the two approaches. For example, in the video from the Chinese school, communication is more assertive and dynamic. In contrast, in South Korea, the approach is more structured and formal. This difference is evident because, in China, English is treated as something secondary, whereas in South Korea, it is presented as an essential and necessary part of the school curriculum.

2. It is easy to identify which video represents English as a second language—it is the one from South Korea. This is clearly confirmed by the examples given previously. Additionally, English is officially taught as a second language in South Korean schools. The video also demonstrates, in a structured way, how grammar is taught, how correct pronunciation is emphasized, and the attention provided by the classroom tutor or teacher.

Another important point to note is how the two teachers in the Korean video are shown to follow a systematic approach to English language instruction.

In contrast, in China, English is clearly taught as a foreign language. We can identify this through several examples. First, the dynamic that the English teacher uses is noticeably different from that in Korea, as is the content being taught in the classroom. The level of freedom students have during class is also worth noting. When interacting with the teacher, the students in the Chinese classroom speak more naturally, without being strictly bound by rules to speak the language perfectly from the beginning.

3. First, the Chinese video focuses more on the theory of a natural approach. Therefore, it emphasizes only the comprehension of messages or phrases—in this case, "And"—and gives no importance to error correction. As a result, we also notice that the students do not have grammar books or an English syllabus.

Second, in South Korea, task-based learning is used or is more evident. That is, students are expected to create or produce something during class, which they did at the end of the session, demonstrating what they had learned. Additionally, grammar instruction and error correction are incorporated, highlighting the contrast between the two approaches.

4. The implicit approach is evident in the Chinese teacher’s way of teaching English. Based on previous observations, it is clear that he teaches in a more natural way, aligned with the theory mentioned earlier. In contrast, the Korean approach is more explicit, as it follows specific rules on how English should be taught as a second language, which is also supported by their theoretical framework. We also know that explicit instruction is rule-based, something clearly reflected in the Korean classroom, which aligns with the fact that English is being taught as a second language.

5. Nothing, I think that teaching English depends on your population, context, and ages.

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2. Teaching English - Public School Grade 1 - Valentina Morales F

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2. Teaching English - Public School Grade 1 - Valentina Morales F

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1. The teacher sees language mainly as a tool for communication. He gives clear instructions using numbers to manage classroom behavior—for example, when he says “5,” students put their feet on the floor; He repeats the instructions until students follow them. Additionally, he speaks to them in their native language when necessary, helping them understand better. He also supports learning by using images and sounds to guide them and help them recognize and differentiate what he is saying.

2. The context is clearly EFL (English as a Foreign Language) because English is not the main language spoken in the country—here, it is being taught as a foreign language, like in China or many other non-English-speaking countries.

3. The teacher appears to use the Audio-Lingual Method. This method is based on behaviorist theories and emphasizes repetition, pronunciation, and oral practice. The focus is on forming correct habits through imitation and drilling, rather than on learning grammar rules explicitly.

4. His teaching style leans more toward an implicit approach. He encourages oral expression and listening rather than focusing on grammar explanations. He also uses visual aids, like pictures, to support understanding. This shows he prioritizes natural communication and exposure over formal instruction.

5. I really enjoyed the way the teacher conducts the class because it is very didactic, clear, and entertaining. His strategies make learning feel natural and engaging for the students. I find this kind of example incredibly valuable. Many times, we are full of theory but don’t yet know how to put it into practice in a real classroom setting. Watching videos like this one gives us useful tools and ideas that we can adapt to our own style. It also helps us build our teaching identity by showing us how to connect with students, how to guide them effectively, and how to make our lessons meaningful.

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1. Teacher sees language as a tool for communication, he uses real context situation and expresions. Students interact with each others, they create conversations, phrases like ''what does he looks like?'' prepare students for real life context.

2. The class is EFL (English as a foreign language). Because the class occurs in South Korea. English is not the principal language there and people dont use it daily outside the classroom.

-The students learn english as a school subject.

-There is a native speaker in the classroom.

3. The method is Communicative language teaching. The teacher makes interactive activities like work in pairs and use the language in real context (what does he looks like?)

4. Teachers is focus on implicit intruction. Because grammar rules are not directly explained, he uses oral expression and also he uses games to help students understand and produce the language naturally.

5. I would be more attentive with student that have a lower level, some students seemed more confident that others, so I would help to reduce frustation.

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1.       Teachers apply different ways to perceive the language, for example using communication between students with teachers, students with students, and even teacher with teacher, the most important thing is the repetition of the words, the sentences and the images, to assimilate things like pronunciation, and recognize images with words and sentences. For teacher, the easiest and fastest way to learn a new language is repetition and interaction between everyone in the classroom.

2.       The class is ESL, because everyone in the classroom can talk English, in fact, the talk English with a good level, and the teacher also talk always in English, they never talk in Korean or in their mother language, also, knowing the Korean cultural society, the second language that the children learn is the English, for different reasons, like society, future opportunities and other reasons.

3.       The acquisition theory they´re using is communicative and also repetition. Firstly, the use of repetitive method in the first part of the class, the teacher makes students repeat many times the same sentence with different answers, also the sentences in the conversation are repeated many times, for a better understanding and also a better pronunciation. But also, they´re applying the communicative method because after every activity, the students interact between them, studying the different topics of the class, as fluency, pronunciation and also promote a good relationship between them.

4.       The teacher focuses on the implicit instruction, the most important thing in the class is the interactive learning in real life situations, and the interactive activities promote a natural context, the best ways to learn with this instruction is with the social activities that allow students to participate in the class actively.

5.       For my point of view, this was a really good class, with clear objectives and well-based theories to secure the best learning way for the students that still are children. Normally in a different country context (like Colombian context) this type of activities are more difficult and the final results can´t be the same as in that Korean context, for that, a good improvement or recommendation is to adapt this type of classes for different type of students group. Another recommendation is to adapt this class and this activities with other languages, nowadays, the English is not the only language used in the world, in fact there are more and totally different ones, like Spanish, Italian and others.

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Mariam Sepúlveda Ruiz- Open class demostration

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Mariam Sepúlveda Ruiz- Open class demostration

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1. The teacher sees language as a way to communicate, not just as a list of grammar rules. For example, students talk to each other, ask questions, and play games in english. The goal is to use the language in real world situations, not just study grammar

2. This is an EFL class

Two key features: 1. it takes place in South Korea where english is not the main language

2. students mostly hear and use english only in class, not in everyday life.

3. The teacher uses the communicative lenguage teaching because students work in pairs or groups and practice talking to each other and they do activities that help them to use english in real situations like roleplays or games

4. The teacher uses implicit instruction because students learn by using english naturally and not by getting long and boring grammar lessons. They practice speaking and listening while doing fun activities

5. Improvements

-give personal feedback: that could help each student to know what and how to improve their mistakes

-provide real life materials: such as videos or songs to make lessons more fun and realistic

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J. Gabriel Quintero V.1 Open class Demostration 

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J. Gabriel Quintero V.1 Open class Demostration 

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1. The teacher notices language as a tool for effective communication. This is detected in the way he focuses on interaction and conversation in the class

Examples:

- The teacher inquire the students to discuss in pairs about a specific thing.

- The teacher uses role-play activities to practice communication in different situations.

2. It's a ESL since they are constantly using the english. They are Corean according to the video

Evidences:

- The teacher speaks in English for most of the class: This suggests that the students are exposed to English in their daily lives and need practice in the classroom.

3. The teacher uses a communicative approach, as they focus on interaction and communication in the class, also kind of repetition during the lesson.

Evidence:

- The teacher uses role-play activities and group discussions to practice communication.

- The teacher focuses on correcting errors in communication, rather than just grammar.

4. The teacher appears to focus more on implicit instruction, as they use activities and exercises that allow students to learn the language in a natural and spontaneous way, however there are some explicit instructions since the main teacher repeated back the instructions ater the native instructed the students and the main teacher repeated back it also sometimes in their own language.

How:

- The teacher uses role-play activities and group discussions to practice communication.

- The teacher does not focus on explicit explanation of grammatical rules, but rather on practice and interaction.

- The main teacher repeated back once the students get the instructions

5. Advices

- More oral practice: Students could benefit from more spaces to practice oral production in different contexts.

- More personalized feedback: The teacher could provide more individualized feedback to students on their progress and areas for improvement.

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Teaching English in Public School (Grade 1)

1. How does the teacher perceive language?

The teacher uses the audio-lingual method to teach his students. He treats rules like a playground where students can learn through interactive repetition while communicating with others and acquiring a new language.

He uses rules such as: "Do not speak Chinese or I will give you a negative point."

Language is also used for communication. For example, at the beginning, the teacher explained who he was and asked the students how they were.

2.

The context was teaching English as a foreign language (EFL). The children learning English were from China, where Chinese is the dominant language.

3.

the teacher uses the audio-lingual method to teach. He helps the students learn how to produce different kinds of words and understand their sounds, almost phonetically. The teacher provides examples of real-life situations using images with emotions so the kids can connect the word with a real feeling. Another key aspect is that he highlights the first syllable of the word and emphasizes listening to how each syllable is pronounced.

4.

The video focuses on an implicit approach, as it does not rely on strict rules for writing or grammar.

5.

I think I wouldn’t change anything; the class was really entertaining, with simple activities suitable for the students' age.

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1. To begin with, the teacher believes that language is communication.

Example: Simple dialogues like "How are you?" "I'm fine," where language is used for interaction.

Explicit instructions such as "Speak English, no Chinese" and error correction also demonstrate a way for language to learn about mistakes.

2. It's a foreign language. Because it takes place in China.

3. Hybrid

- Audiolingual: Pattern repetition (a-apple, b-ball), error correction, and positive reinforcement (very good).

- Partially communicative: Dialogues such as "How are you?", although very controlled.

- TPR (Total Physical Response): Physical commands (stand up, clap).

4.

- Explicit: Clear rules (Raise your hand, no Chinese).

- Direct vocabulary teaching (C is for cat).

- Implicit: Exposure to sentences in context (How are you?).

Example: The teacher corrects immediately (not fine, the children lose a point), prioritizing accuracy. on spontaneous fluency.

5. The class is very well-conducted, very interactive, and can be used as an example to follow.

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1. The teacher views language as a tool for effective communication, focusing on interaction and conversation in the class. This is reflected in their approach to practicing communication in different situations and contexts.

Examples

- The teacher uses role-play activities to practice communication in different situations.

- The teacher asks students to discuss in groups about a specific topic.

2. The class is ESL, as the students, although not fully immersed in the language in their daily lives, are frequently spoken in their home countries. The need for classroom practice is emphasized to improve their language skills.

-The teacher speaks in English for most of the class: This suggests that students are not exposed to English in their daily lives and need practice in the classroom.

3. The teacher uses a communicative approach, focusing on interaction and communication in the class. This is reflected in their use of role-play activities and group discussions to practice communication.

- The teacher uses group discussions to practice communication. and giving positive feedbacks

- The teacher focuses on work on pairs, focus in the interactive learning.

4. The teacher focuses more on implicit instruction, using activities and exercises that allow students to learn the language in a natural and spontaneous way. This is reflected in their approach to practice and interaction in the class.

- The teacher uses role-play activities and group discussions to practice communication in different situations and contexts.

- The teacher provides feedback and error correction in an implicit way, without focusing on explicit explanation of grammatical rules.

5. - More opportunities for writing practice: Students could benefit from more opportunities to practice writing in different contexts and situations.

-More use of technology: The teacher could consider using technology to improve language teaching and learning, such as using online applications and tools to practice communication and writing.

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Video-Open Class Demostration- Julieth Lobo

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Video-Open Class Demostration- Julieth Lobo

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1. The teacher's perception is the language like a way of comucation, rather than as a set of grammatical rules. An example of this is that the teachers include constant interaction in the class, they model simple dialogues promoting functional communication using real situations and common vocabulary not just the grammar.

2. The class is EFL first because occurs in South Korea and the english is not the mother tongue also the students only use or practice the english in class because it is not the language for commucation in their daily environment.

3. The method that the teacher use is Teaching Method and the evidence includes: -used interactive activities like games and pair work also -the teachers focus on fluency and communication over grammar correction and the students actively practice speaking.

4. The instruction is mostly implicit because the grammar is not taught directly, and grammatical rules are not explained. Students learn phrases and structures through repetition and use in communicative activities, rather than through analysis of form. Teachers correct gently through reformulation or modeling, without interrupting the communicative flow.

5. Provide Individual Feedback: Offering personalized feedback can help address specific language challenges faced by students, promoting more targeted improvement.

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Video analysis activity: ESL/EFL teaching Johanna

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Video analysis activity: ESL/EFL teaching Johanna

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1. In the first video you can see how teachers perceive language as something more logical and following the rules for example they use, slides and materials to teach, while the teacher in the second video also uses slides but focuses more on students learning while having fun and moving their bodies.

2. In South korea, english is taught as a foreign language, as t is not the official or dominant language i the country.

3. The first, the chinese video focuses more on a theory of a narutal approach it only focuses in a comparation of phrases now in south korea is taks-based learning is more evident in howl the students create something in class and focuses in grammar and correction of errors.

4. The implicite instruction it´s evidence in the chinese video because the teacher teaching a natural form with the students, korea it´s more explicity, well can see how the students follow rules according the teacher supprsed other proffessor

5. Nothing, in my opinion the teacher teaching it´s acording to population, context and ages.

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1. The teacher sees language as communication, using songs, games and simple questions to get the children talking, without focusing so much on rules.

2. In this classroom they are in an EFL context because English is not spoken outside the classroom.

3. The main methodology of the video appears to be Communicative Approach, this is evident in the way the teacher encourages interaction between students with activities such as dialogues and games, and there is little focus on error correction as the important thing is for the children to express themselves in English.

4. Teaching is implicit, with songs, gestures and natural activities without explaining grammatical rules.

5. Although I think it is a good methodology for teaching English, I can recommend more opportunities for students to speak individually.

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1. The teacher tends to view language primarily as a tool for communication. Rather than focusing solely on memorizing grammatical rules, the emphasis is on using the language to interact and convey messages.

Example: The lesson includes pair or group activities that encourage the exchange of ideas and the contextual use of language, demonstrating that effective communication is prioritized over the mechanical application of rules.

2. This class is an EFL context.

Non-immersive environment: The class takes place in Korea, where English is not the predominant language in daily life, meaning that exposure to the language outside the classroom is limited.

Didactic orientation: The lesson shows a strong emphasis on structured instruction and formal preparation, common in EFL settings where learning is centered in the classroom and often geared toward exam preparation.

3. The teacher uses a communicative approach with structured elements.

Evidence of the method:

Interactive activities are evident (such as pair work, group discussions, role plays) that simulate real-life communication situations.

There are also moments of direct explanation of grammatical rules and structures.

Acquisition Theory:
The teacher appears to rely on theories like Krashen’s Input Hypothesis, which posits that language acquisition is facilitated through exposure to comprehensible input in meaningful contexts. This is reflected in the use of activities designed to help students grasp meaning through practical language use.

4. The teacher blends both approaches but leans more toward explicit instruction.

How it is shown:

There are instances where grammatical rules and structures are explained directly, a hallmark of explicit teaching.

However, the use of communicative activities also provides a natural context for using the language, even though the lesson is largely based on formal explanation.

5. A couple of potential modifications to enhance the lesson could be:

Increase authentic interaction:

Justification: Providing more opportunities for students to express themselves spontaneously in less controlled contexts can foster greater fluency and natural use of the language.

Reduce the focus on immediate explicit correction:

Justification: Minimizing the emphasis on immediate grammatical corrections during communicative activities may help students feel more confident and focus on conveying their ideas, which could lead to a more natural acquisition of the language.

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1.The teacher sees language as a tool for communication. He uses simple commands, visuals, and sometimes the students’ native language to ensure understanding and participation.

2.This is an EFL context since English isn’t used outside the classroom. The teacher uses visuals and the local language to support learning.

3.He follows the Audio-Lingual Method, focusing on repetition, pronunciation, and speaking practice without explaining grammar rules.

4.The teaching is implicit. Students learn through songs, games, and modeled speech, not through direct grammar instruction.

5.The lesson could include more chances for students to speak individually and get brief feedback.