III. INTERNATIONAL CONFERENCE ON RESEARCH IN APPLIED LINGUISTICS, Konya, Turkey, 24 - 26 October 2019, pp.1
This qualitative study aims to put a critical perspective on instructional videos that aim to teach English pronunciation and attempts to draw up some practical guidelines that could help teachers produce pedagogically more valuable videos and distinguish such materials from less useful ones if they are to select instructional videos. The main point of investigation is to uncover what makes a good video from the perspective of learners and whether and to what extent such supposedly good videos conform to well-established principles of multimedia learning. The researcher sampled the videos/channels for analysis from YouTube based on some video properties, such as length, pace of the presentation, the native language of the creator and user comments. They were examined with respect to academic structure, presentation, materials used and user comments, with a particular focus on well-established principles of multimedia learning design. Nvivo v12 was used to annotate the videos and qualitatively analyze the user comments that the videos received. A major contribution of this study is that it attempts to put forward some central recommendations for creating and selecting instructional videos for teaching and learning English pronunciation based on the results of the analysis.
Keywords: English pronunciation, multimedia learning, instructional videos, quality indicators, creation/selection criteria, user comments