Transcending the Digital Divide: Video Use Communication Models for the English Language Learning Classroom

Terrill Reid McLain


With the development of web 2.0 tools, many companies are rushing to meet the demand and create attractive and useful Educational Technology (EdTech) that appeal to instructors to implement in their classes. Many of these tools include video services that are available to everyone with a connected device. ESL Instructors also look for new and engaging activities and techniques to help their students L2 confidence and language practice. Research shows that video is a powerful and useful tool for educators to boost language learning in the classroom. When deciding to implement video in the classroom, it is essential to understand the different attributes that students experience surrounding the consumption, the creation, and interaction with video. To effectively implement video in the English class it is also necessary to understand how videos replicate elements of the communication process to determine what kind of—if any—interaction will take place. Once the attributes are understood, and the communication model is chosen, teachers can select a tool that fits their pedagogical practice and logistical situation. This paper explores the justification and use categories of video in the context of English language learning, introduces the idea of Video Use Communication Models to help instructors choose a tool that will align with their pedagogical goals, and advocate the promotion of video solutions that allow affordable and available access for an English teacher who wants to use video.  

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Copyright (c) 2018 Terrill Reid McLain

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International Journal of English Language Education    E-mail:    Copyright © Macrothink Institute    ISSN 2325-0887

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