VIDEO IN AN ENGLISH LESSON AS A MEANS OF CHALLENGING CRITITAL THINKING
VIDEO IN AN ENGLISH LESSON AS A MEANS OF CHALLENGING CRITITAL THINKING

Summary/Abstract: The paper presents partial results of the research carried out as a part of the author’s dissertation thesis. It deals with the issue of integrating video contents into lessons of English language on a regular basis with the aim to activate students’ critical thinking and develop their metacognitive strategies. The research was conducted with the students of Faculty of Mass Media Communication of UCM in Trnava during both terms of the academic year 2018/19. It consists of two parts. The first of them is the research carried out by regular testing of language knowledge and skills within which various types of video contents and test techniques were used. The paper presents the success rate of individual types of video contents and test techniques. The second, complementary part of the research is a questionnaire survey presenting the feedback from the participants of the language course integrating video contents on the difficulty and popularity of various types of videos and test techniques, as well as on students’ perception of a course integrating video contents as for its effectiveness in engaging deeper thought processes and developing learning and metacognitive strategies. Based on the research, the paper provides suggestions and recommendations for integrating video into English lessons.

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