Dr. Marvin Wacnag Lidawan
English Language Lecturer
English Language Institute
Royal Commission for Jubail’s Colleges and Institute
Jubail City, Kingdom of Saudi Arabia
This paper fundamentally centers on the practical approach to written outputs intended to be produced by higher education institutions’ advanced English language and literary learners through a teacher’s chosen authentic material after a systematic performance of pre-viewing and viewing tasks on a music video to yield post-viewing production- worthy instructions. In here, the principles of multimedia and special contiguity are applied out of the seven (7) principles which Mayer (2001) framed under the Cognitive Theory of Multi-Media Learning along with a mass media- related material as a springboard. The involvement of other correlated theories of learning is also manifested in this paper. These writing activities endeavor to demonstrate possible and effective classroom applications of an authentic material obtained from mass media with the writer’s belief that embedded elements and structures interplay in the reading, listening, viewing skills and speaking to produce varied written outputs. This paper also delivers the central idea that out of original media for entertainment, exist distinctive features that are capable as catalysts for language and literary learning alongside with the efficacious manipulation of their textual, audio and visual components. Specifically, this paper presents how teachers instructionally manipulate a music video to serve as a motivationally worth-digesting springboard to exemplify real-world materials from learners’ environment that are significant for their language writing skills’ refurbishment interlacing other macro skills not to mention the literary awareness to be acquired. Furthermore, this paper is inscribed as a form of recommendation for language educators to directly and practically employ in writing instructions if not to use the wide-ranging tasks as bases to innovate other similar activities in English language and literary instructions. Finally, this paper seeks to provide teachers practical technological involvement in the selection of materials, preparation of materials and presentation of lessons out of similar resources that stimulate pedagogical interplays in appropriately catering to the students’ level of comprehensions and interests. While not all English language programs from educational institutions stipulate the use of motion pictures in language instructions, this paper attempts to stir educators’ innovative concepts to create supplementary strategies that may allude in interweaving the macro skills of learners for the attainment of intended learning outcomes. As a best practice employed in many universities these days, this deserves to be shared.
Literary Writing Tasks, Music Videos for Authentic Materials, Textual, Audio and Visual Elements, English Language Instructions, Multi-media Learning Principles, Blending ELT with Instructional Technology,