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The aim of this study is to research the effects of learner-generated revision videos with revision questions on vocabulary acquisition and speaking fluency in the 9th grade EFL oral communication class. Many students are reluctant to speak in foreign language lessons even when they may participate in activities focusing on other skills, so it is important to find effective techniques to reduce the learners’ speaking anxiety while advancing their vocabulary and fluency skills. Furthermore, while many studies examine the creation of audio-visual materials by adult learners, little is known about the way this technique affects teenagers. The author of the thesis, therefore, aims to find out whether learner-generated revision videos with revision questions positively affect the 9th graders’ perceived vocabulary and fluency skills, and whether they find this technique useful., https://www.ester.ee/record=b5461583*est

The aim of this study is to research the effects of teaching vocabulary through the flipped classroom technique in an English for Specific Purposes classroom among upper-secondary vocational students. Considering the lack of research regarding the flipped classroom technique in the vocational education sector, the author of the present paper aims to contribute to the field by examining the students’ perceptions of teaching vocabulary through the flipped classroom technique. Moreover, the strategies the students used to learn vocabulary for flipped lessons were examined alongside the possible advantages and challenges of the flipped model in a vocational setting., https://www.ester.ee/record=b5428321*est

The MA thesis titled “YouTube video-based additional teaching materials to the textbook series I Love English: Grades 7, 8 and 9” presents teaching material based on YouTube videos. The author chose four topics from the I Love English textbooks published in 2005 and 2008: “Scotland”, “On the Farm”, “Reading Books” and “Travelling Tips” and complemented the textbooks with video material. The first chapter gives an overview of the advantages and disadvantages of using videos in teaching languages generally and then more specifically, using YouTube videos in teaching. According to researchers, using videos appropriately in teaching may assist the development of several language skills simultaneously and can be highly beneficial to learners. In contrast, using videos in teaching can be time consuming and depends on the equipment available. The second chapter explains why in the author’s opinion was it necessary to complement the textbook series and how video material could be additionally used. To better match some of the criteria of the National Curriculum of Basic Schools in Estonia (2011) and the communicative approach suitable for today’s learners, the author compiled additional video material complementing the textbooks that were published before 2011. In addition to four language skills (listening, reading, writing and speaking), the video material compiled focused on developing digital competence and communicative skills. The author took into consideration the literature review, students’ feedback on the conducted lessons and analysed the video material compiled, examining the strengths and drawbacks of the video material., http://www.ester.ee/record=b4775526

http://tartu.ester.ee/record=b2659753~S7*est