SKKN Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students'' active attention and participation

“Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” TABLE CONTENTS PART 1: INTRODUCTION ….2 I Rationale II The Improvement of the Experience III The Purpose of the Experience .3 IV The Objectives and Scope of the Experience V The Methodologies of the Experience .3 PART 2: CONTENT .3 I Literature Review .3 The Definitions 1.1 The Definitions of Warm-up activity 1.2 The Definitions of Attention 1.3 The Definitions of Participation 1.4 The Definitions of Windows Moviemaker application Literature Review and Related Studies .7 2.1 Technology in Education .7 2.2 Roles of movie maker-based Videos on Teaching and Learning Process… 2.3 Roles of Warm-up Activities 2.3.1 The principles of Warm-up Activities .8 II Data The Pre-questionnaire for Students 10 The Post-questionnaire for Students 11 III Analyses and Evaluations .12 Factual problems 12 Drawbacks 13 IV Solutions and Suggestions 14 Teachers 14 Classmates 14 Relevant Class Content 14 V Pedagogic, Scientific, Practical Characteristic Teaching experience Page “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” and Novelty of the Experience …………………………………… ………….15 Pedagogic Characteristic…………………………………………………….15 Scientific Characteristic………………………… …………………………16 Novelty of the Experience………………………….……………………….17 Practical Characteristic…………………………………………………… 17 VI Results……………………………………………… ……………………17 Students’ attitudes towards before and after the application………………18 Students’ attention and participation before and after the application…….18 Students’ language development before and after the application…………19 PART 3: CONCLUSION 20 I Procedure 20 Samples 21 II Significance 30 III Recommendation 30 Images of Students’ Performance in Class 32 Reference .34 Teaching experience Page “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” PART INTRODUCTION I RATIONALE It is undeniable that information technology brings many benefits in every aspect of lives in common and in education in particular Information technology opens up for everyone to have the opportunity to access modern scientific and technical technologies Thanks to this development, people's awareness has dramatically enhanced Using information technology in teaching and learning is a vital is open up for everyone to have the opportunity to access modern scientific and technical technologies Thanks to this development, people's awareness has dramatically enhanced Using information technology in teaching and learning is a vital issue One of the essential purposes of using information technology in teaching English is attracting students' active participation In teaching English, before starting a new lesson, the teacher needs to form basic knowledge for students to receive new knowledge effectively, which leads to successful lessons One of the most critical stages in an English class is the "Warm-up" It is defined as the act of exercising or stretching in preparation for strenuous activity (Thesaurus and Webster's Dictionary, 1994) According to Peterson (2010), "Warm-up opens up creative thinking and helps students apply the learning in new ways By the end of the warm-up activity, every student will be ready to learn and focus on their language lesson (Leblanc, 2011) In the warm-up, the teacher can use many different methods and have many tools in many different ways to encourage students' participation more actively and acquire knowledge more naturally As a teacher teaching at Con Cuong high school, I tried to apply some new methodologies in my various classes for every lesson, including movie makerbased lessons, total video converter and other applications, etc However, I find that in a warm-up activity, movie maker-based videos can encourage students to participate more actively and acquire knowledge more naturally One more important thing is that students can know some new words in the real world in the video Video both strengthens and expands the vocabulary while promoting the spirit among students It is the reason why I have attempted to write about the experience "Applying videos in warm-up activity to encourage EFL grade 11 students' active attention and participation" With this small area of experience, I would like to share my tiny ideas about movie maker–based videos' advantages for students' learning process in my classes in the background and investigate the students' active attention and participation as well Teaching experience Page “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” II THE IMPROVEMENT OF THE THEME The idea of applying movie maker-based videos in the teaching and learning process has attracted the considerable interest of many educators and teachers worldwide However, in Vietnam, the exploitation of movie maker-based videos' potential in lessons seems to be very limited, particularly in mountainous areas like mine To the present, movie maker-based videos seem to be one of the most effective solutions for teaching, especially in warm-up activities to attract students' active attention and participation III THE PURPOSE OF THE THEME When writing this experience, The teacher desires to add a few of my opinions on issues related to using on movie maker- based videos in warm-up activities during English class to make the lesson more effective and engage students' active attention and participation IV THE OBJECTS AND SCOPE OF THE THEME The objectives of the theme - This study focuses on researching methods of teaching Warm-up for Con Cuong high school students - Subjects of the study are students in grades 11 The scope of the theme - This study is concerned with using movie maker-based videos in warm up activities in English 11 - The research was conducted in the classrooms of Con Cuong high school during the year 2021-2022 V METHODOLOGIES The teacher applies a variety of research methods such as: - Experimental method - Methods of investigation and observation - Research methods - Researching teaching methods through documents, networks, colleagues PART CONTENT I LITERATURE REVIEW This part presents a brief review of the literature on the topics typically related to the research in this paper and prior studies on movie-maker-based videos in Teaching experience Page “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” education generally and in teaching and learning in particular Moreover, this study will also focus on some issues of involvement and assessments The definitions 1.1 The Definitions of warm - up activity Up to the present, the definition of warm-up activity has been differently defined different educationists and other supervisors According to Leblanc (2011), warm-up activities will help students turn off the outside world and focus on the task In an English lesson, almost every class has five activities (Warm-up, presentation, practice, and application), and warm-up is the first one By the end of the warm-up activity, every student will be ready to learn and be able to focus on their language There are always more reticent students willing to let others all the participating in any classroom By engaging students to take part in a low-risk, warm-up activity, a teacher will reach every student and help their students achieve their language goals Flanigan (2011) also explains that warmup activities in English class will help students learn in the right frame of mind Also, proper warm-up activities ensure that students get the most from their course 1.2 The Definitions of attention William James(1890) claims that attention "is the taking possession by the mind, in clear and vivid form, of one out of what may seem several simultaneously possible objects or trains of thought…It implies withdrawal from some things in order to deal effectively with others." Attention plays a vital role in the teaching-learning process Without this, learning cannot be effective It helps a child to grasp things better Attention allows people to focus on information to create memories It also allows people to avoid distractions to focus on and complete specific tasks John Ratey (2001) also adds that attention is more than just noticing incoming stimuli It involves several processes, including filtering out perceptions, balancing multiple perceptions, and attaching emotional significance to these perceptions, according to John Ratey (2001) 1.3 The Definitions of Participation The term 'participation' is associated with several related words, such as 'taking Part,' 'involvement,' and 'consultation' Taking the dictionary (e.g., Merriam Webster) definition of the term as a starting point, it is possible to differentiate between two groups of interpretations (1) Participation in 'taking part in,' i.e 'being present (2) Participation in the sense of 'having a part or share in something' is related to notions such as empowerment and 'ownership' and refers to one's feeling of being taken seriously and able to make an impact Teaching experience Page “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” In the school context, participation is often used to refer to the interactivity of teaching strategies seen as conducive to students' motivation but without severe consequences for their influence Similarly, participation sometimes means taking part in a class discussion According to Ken Shore(1998), Class participation is an essential aspect of student learning When students speak up in class, they learn to express their ideas so that others can understand When they ask questions, they know how to obtain information to enhance their understanding of a topic Class participation is also a valuable learning tool for teachers Through students' questions, you learn what they not understand and can adjust your instruction accordingly According to Weimer (2011), there are many benefits when students participate in class For instance, participation adds interest to the lesson; it is challenging to maintain students' attention when they only listen to the teacher When students participate, it helps them hear another voice or another point of view Besides, when the students participate, the teacher receives feedback on the lesson; instructors can check the understanding of a topic As a result, it is possible to help the students correct what they have not got right or not see quite clearly Moreover, participation can encourage creating dialogue among and between students; learners can comment on what another has said, or it can be a pair discussing a specific topic Thus, participation recreates a crucial role in the learning process 1.4 The Definitions of Windows Moviemaker application According to Shaw (2008), Windows Moviemaker is a video editing tool that can capture raw video footage, edit it, and add titles, transitions, and video effects Windows Movie Maker (known as Windows Live Movie Maker for the 2009 and 2011 releases) is Microsoft's discontinued video editing software program It was a software suite and offered the ability to create and edit videos and publish them on One Drive, Facebook, Vimeo, Youtube Windows Live Movie Maker allows users to build movies from photos, videos and animations, providing built-in sounds and effects like typical movie-making software Windows Movie Maker is simple to use and as such teachers and learners not have to be experts in computers to be able to use it Table The Movie Maker Interface Teaching experience Page “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” This is the storyboard where you will add images, music, and videos Work with arranging your media here Preview all changes made to the movie here so you can view as you edit Table Toolbar working with Photos, Video, and Music Easily navigate options by clicking the desired tab Literature Review of Related Studies 2.1 Technology in education The spread of technology has had a world-changing effect, not least on the world of education, especially in teaching and learning foreign languages such as English According to Deitering and Huston (2004), technology in education goes beyond delivering information and lies instead in power to create learnercentered educational spaces Furthermore, Papert (1993) claims that technology is a resource and catalyst for socially constructed knowledge and understanding Based on these definitions, technology in education is a tool for teachers and learners to support and mediate the learning process 2.2 Roles of movie maker-based videos on teaching and learning process 2 Roles of movie maker-based videos on teaching process Teaching experience Page “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” First of all, the use of Windows Movie Maker in teaching process is an asset to any teacher’s toolbox being that it is both versatile and adaptable to individual learning environments (Fredrick, 2010) The value of a video clip as a teaching tool lies in its potential to Tap simultaneously into core intelligence, Engage both hemispheres of the brain, Manipulate students’ alpha and beta brain waves, i.e., relax or make them alert (Berk, 2009) Thus, through Windows Movie Maker, the teacher can produce a film that assists learners to easily see the relevance of the new lesson to real live situation Video-based lectures can become a cost-effective teaching method (Toledo University YouTube Fridays) that they can be created once and then saved in libraries to be used by a large number of academic educators (Reshel - Sayed, 2013) 2.2.2 Roles of movie maker-based videos on learning process According to Lecturers and curriculum developers, video-based lectures inculcate interest (Towers 2007, Zelaznik, 1996) and attention (Ozkan, 2002) among their students movie maker-based videos provide students with an authentic learning activity Authentic activity is described by Chapelle (2001) as a “task that the learner is likely to encounter outside the classroom” Besides, moviemaker-based videos allow various perspectives, concepts, topics, and cultural influences to stimulate student collaboration and discussion (Hoelker, Nimmannit, and Nakamura 1999) More, movie maker-based videos also allow for more efficient processing and memory recall (Shekar et al., 2017) Hanson-Smith (2004) describes the pedagogical benefits of using videos as inclass learning resources Videos can be a practical resource in the classroom, and when used meaningfully, they can enhance memory and allow students to see events as they have happened Roles of Warm-up Activities Warm-up activity is essential in the English classroom If students often come to class tired or with other things on their minds A productive warm-up part will be the key that helping both the learners and the teacher gain the goal In the preparation stage, a warm-up activity can be an essential factor in arousing students' interest and motivating them (Jun 2000) Wiśniewska (2012) also mentions that interest builds motivation and exploration to learn, develop broad knowledge, and attain skills and experience (p.212) Beginning a class with a warm-up activity is an excellent way to grow curiosity and interest among the learners and motivate them to give their attention to further moves to know more (Zhu, 2010) Teaching experience Page “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” Krishnan and Hoon (2002) state that in the language classroom, learners need to support and motivate each other to promote success in learning (p.35) Warm-up or icebreaker activities help create a comfortable environment and establish peer trust among students, allowing them to negotiate with each other for other activities quickly (Hansen & Liu, 2005) You can put your students into English mode with a good warmer – attentive, interested, and ready to participate Because a warm-up activity is a short, fun game that a teacher or trainer can use with students The purpose of a warm-up is to: encourage the students wake them up – first thing in the morning and after lunch people are often a little sleepy prepare them to learn by stimulating their minds and bodies Warm-up activities create an atmosphere and excitement for students for the rest of the class In addition, this part helps students think and focus on the lesson from the beginning, the background knowledge related to the lesson's topic The Warm-up section also allows teachers to categorize and evaluate students' abilities, thereby making appropriate adjustments to the actual context of the class 2.3.1 Principles of Warm-up Activity: Velandia (2008) proposes some principles to design a warm-up activity He suggests that a warm-up activity should occur at the beginning of the class It will help the teachers catch the students' attention It has to be attractive so that students get motivated from the very beginning It is usually a short activity as it is preparatory for other lesson stages The warm-up activity has to be related to the lesson topic so that in other settings, students can get involved in different activities quickly to develop their language skills (p 13) The diagram below displays some of the principles of warm-up activity taken from Velandia (2008) Diagram: features of warm-up activity Principle of warm-up activity Go at the beginning Focus students' attention Help students begin to work Be an exciting and enjoyable activity Be helpful to continue the class Is related to the topic Be short Prepare students for a period of concentration Robertson and Acklam (2000) have also described a warm-up activity's main features They include that a warm-up activity needs to be interesting to motivate the students to practice English It will not be the central part of the lesson as a warm-up activity is a short activity A warm-up can give the students a chance to revise previously studied language or also has to be related to the lesson topic Robertson and Acklam (2000) II DATA Teaching experience Page “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” The aim of this survey is to find out how is the effect of using movie maker based videos in warm-up activity on teaching and learning as well as students’ active attention and participation More than seventy students were involved in the survey to the pre-questionnaire and the post- questionnaire The Pre- questionnaire The teacher implemented the survey for groups of students The students were asked to choose the option in pre – test Table 3.1 The number of students choosing options in the Pre-questionnaire part Questions Option The number of The rate of students choose percent(%) their answer A interesting 12 16% B normal 41 54,67% C boring 22 29,33% D other 0%% A very effectively 2,67% B quite effectively 10,66% C effectively 6.67% D infectively 60 80% A Always 0% B Usually 4% C sometimes 20 13,33% D seldom 47 82,67% Question 4: How did you A useful find the warm-up activity B not useful in the development of language? 10 13,33% 65 86,67% Question 5: Would you A yes, usually like to learn and B yes, sometimes participate in the teacher's warm-up C No 0% 10 13,33% 65 86,67% Question 1: How did you find the teacher use warm-up activity at the beginning of the lesson? Question 2: How did you find the warm-up activity attracted your attention? Question 3: How much did you participate in the Warm-up? Teaching experience Page 10 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” Students' attitudes toward in warm-up activities' benefits for language development before and after 87% 100% 96% 80% 60% useful 40% useless 13% 20% 4% 0% before after Chart 4.4 Students’ ability of language development before and after application Overall, significant changes were recorded in two attitudes of students, including "useful" and "useless." The ratio of students whose positive attitudes about warm-up activities with developing their language increased from 13% to 96% before and after the teacher applied movie maker-based videos, respectively Meanwhile, students who supported the "useless" option dropped dramatically from 87% to 4% after using media in lessons Data described in the chart indicates that applying movie maker-based videos in warm-up activities reaches a highly optimistic effect on developing students' language PART CONCLUSION I PROCEDURE First of all, students of two groups were asked to complete the prequestionnaires for students There were five questions to examine the level of students’ attention, participation, and language development Students were required to complete these questions in five to 10 minutes Then teacher collected their readers’ sheets The primary purpose of this survey is to estimate the learners’ understanding of warm-up motivation, attention, and participation Next, these two groups followed the English program at school During the treatment, because the education curriculum was reduced, the teacher applied movie maker-based videos in warm-up activities in seven lessons, including reading and listening Besides, the Covid 19 epidemic's complicated situation Teaching experience Page 20 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” affected direct teaching and learning, so the teacher only performed some warmup activities in some lessons in class Furthermore, the warm-up activity is the first one to begin a new lesson To make the class exciting, the teacher started with movie maker-based videos designed by the teacher to reduce the class’s boring and monotonous atmosphere and attract students’ attention and participation Then the lesson was performed with different activities such as guessing, filling the table, listing, and answering the questions, which helped students acquire knowledge naturally and develop their language by guessing the name of the new lesson and some characteristics of the lesson Eventually, the teacher asked the participants of the two groups to five postquestionnaires The test procedure was the same pre-questionnaires The primary aim of the test is to discover the remarkable improvement of the participants In addition, the post-questionnaire test was carried out to investigate the benefits of using moviemaker–based video in warm-up activities and learners’ attention, participation, and language development before and after the experiment Samples (Activities in Classroom) Sample 1: Unit 3: A PARTY Lesson 1: Reading Time allowed: minutes Activity: Guess the place I Objective: By the end of the lesson, students will e able to - guess the name of the lesson as well as the content of the lesson - name some characteristics of the lesson’s topic - know some main vocabulary such as candles, blow out, … II Procedure: - The teacher gives instructions - The class works in groups of - The teacher asks students to watch a video - The teacher projects a video of a birthday party and wedding anniversary to cheerful music and ask students to list all the main activities that take place at a birthday party the and wedding anniversary( the images consist of candle, number, cake, balloons, presents, toy, cards…) - T asks students to write down if necessary Teaching experience Page 21 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” - Which group raises their hand s the most quickly is given a chance to give out the answer If it is correct, they will get the point - The teacher plays back the video to compare the answers - Teacher asks students to guess the name of the lesson depending on their answers - Teacher introduces the new lesson: UNIT 3: A Party Lesson 1: Reading - Source: http://surl.li/UNIT3READING( movie maker-based video) - Some images in the video: 1.Numbers Balloons Teaching experience Present/gift Doll Page 22 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” Cards birthday card The 50th wedding anniversary Sample 2: Unit 4: Volunteer work Activity: Answer the question: What are the young people doing? I Objective: By the end of the lesson, students will e able to - guess the name of the lesson as well as the content of the lesson - name some characteristics of the lesson’s topic II Procedure: - The teacher asks students to work in groups - The teacher gives instructions - The teacher projects a picture of voluntary activities to cheerful music and ask students to write out the main activities that take place in the video and - Students watch the video once, remember some important information - The teacher calls on students to answer - Which group raises their hands the most quickly is given the chance to give out the answers If it is correct, they will get a point - The teacher asks students to guess the lesson today Teaching experience Page 23 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” - The teacher plays back the video to compare the answers - The teacher leads to the lesson Unit 4: Volunteer work Lesson 1: Reading Question: What are the young people doing? Expected answer: They are teaching for children They are visiting the poor people They are playing the guitar and singing to the old They are reading for the disabled people They are taking part in the anti- covid campaign They are direct the old across the road Source: https://bit.ly/UNIT4READING (movie maker-based video) Some images in the video: Sample 3: Unit 6: Competitions Activity: guessing I Objective: By the end of the lesson, students will e able to - guess the name of the lesson as well as the content of the lesson - name some characteristics of the lesson’s topic II Procedure: Teaching experience Page 24 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” - The teacher asks students to work in groups - The teacher gives instructions - The teacher shows a video of some competitions and asks students to watch the video once - The teacher asks students to write down competitions - T calls on students to answer - The teacher asks students to guess the lesson today - The teacher plays back the video to compare the answers - The teacher leads to the lesson Unit 6: Competitions Lesson 1: Reading Sources: https://bit.ly/3xOmKKU Sample 4: UNIT CELEBRATIONS: Lesson 1: Listening Activity: Where I am I Objective: By the end of the lesson, students will be able to - guess the name of the lesson as well as the content of the lesson - name some characteristics of the lesson’s topic - Ask students to work in individual - The teacher show a video of featured images of relating to festival in Japan with appropriate music - The teacher asks to match the events in the video and try to guess the key of the lesson - Whoever raises his/her hands the most quickly is given the chance to give out the answers (student gives reasons if necessary) If it is correct, he/she will get a point - The teacher plays back that video for comparison - The teacher asks to guess the name of the festival according to the suggested pictures - The teacher leads to the lesson: Unit Celebrations: Lesson 3: Listening Teaching experience Page 25 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” This section not only captures students' attention, but also provides an opportunity for students to expand their cultural understanding and vocabulary related to the topic of the lesson Source: - https://bit.ly/UNIT8LISTENING( movie maker-based video) - Some images in the video Teaching experience Page 26 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” Sample 5: Unit 13 : Hobbies Lesson 1- Reading Activity: Game: What I like to do? I Objective: By the end of the lesson, students will be able to - guess the name of the lesson as well as the content of the lesson - name some characteristics of the lesson’s topic II Procedure: - The teacher asks students to work in groups - The teacher gives instructions - The teacher projects a video of hobbies to cheerful music and ask students to write out the main things - Students watch the video once, remember and write down the activities on their sheet paper - Which group gives out the answer correctly, they will be the winners - The teacher calls on students to answer - The teacher plays back the video to compare the answers - The teacher asks students to guess the lesson today - The teacher leads to the lesson Unit 13: Hobbies Question: What I like to do? Expected answer: students can write down some hobbies( dancing swimming, drawing, cooking, riding a bike, petting a aardvark, running, painting, skiing, playing hide and seek and singing) Sources: - https://bit.ly/UNIT13READING ( movie maker-based video) - https://bit.ly/UNIT3READING ((The video was recorded at class) Sample 6: Unit 15: Space conquest- Lesson 1- Reading Activity: I Objective: By the end of the lesson, students will be able to - guess the name of the lesson as well as the content of the lesson - name some characteristics of the lesson’s topic II Procedure: - In this part, the teacher will show a video relating to the space - Ask Ss to answer the question “ Where am I? Teaching experience Page 27 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” - When students give expected answer “I am in space” - Ask students to name the things in the video - Give suggested answer (The images in the video consist of astronaut, Russia, spacecraft, space, lift off, ) - The teacher plays back the video to compare the answers - The teacher asks students to guess the lesson today - The teacher leads to the lesson Unit 15: SPACE CONQUEST - Some images appeared in order in the video: Teaching experience Page 28 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” Teaching experience Page 29 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” II SIGNIFICANCE Choosing the methods to enter the lesson is one factor that makes the class successful and effective As an English teacher at a high school in a mountainous district, the teacher is always looking for creative ways to enter lessons gently and effectively for students in mountainous areas Applying movie maker-based videos in the warm-up part of English lessons has a positive significance in promoting students' active attention and participation in language development First, before applying the new method, the teacher saw that students remembered minimal vocabulary and were afraid to learn words Students were afraid to speak and participate in the lesson However, practical teaching and students' learning have markedly increased since applying movie maker-based videos to warm-up activities After a while, teachers noticed that the students actively attended and participated in the lesson and became more confident in communication activities, contributing to improving the quality of students and the effectiveness of teachers' teaching Thus, the application of move makerbased video in warm-up activities creates a happy and exciting atmosphere for students to study and encourages the students' active engagement and participation the class is attractive and creative, constructing interest in learning for students and a comfortable and happy atmosphere during the lesson In addition, movie maker-based videos encourage students to form language naturally and actively participate in the task Consequently, the lesson becomes easy for students to follow Lastly, the class is attractive and creative, constructing interest in learning for students and a comfortable and happy atmosphere during the lesson The teacher believes that if educators continue to implement this experiential initiative earnestly throughout the teaching process, the quality of English learning in the school will have more positive results III SUGGESTION Thanks to the benefits of videos edited in Windows Movie Maker can be saved on the computer and other removable disks, teachers can keep the movie for future use Schools should start preparing learners for future demands hence the need to integrate Windows Movie Maker and other ICTs in the teaching and learning of different subjects The scope of using the moviemaker application in this paper, in addition to supporting the preparation of teaching in the subject of English, educators can also apply for different subjects such as history, geography, civic education, Teaching experience Page 30 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” biology at many levels from elementary, primary school, secondary school, and high school or even at degrees of higher education The application of moviemakers in preparing videos per the lesson's content is essential Teachers can have many video clips showing the same content, so teachers need to select the most selective carefully when preparing lessons If teachers abuse too much, using videos will reduce the effectiveness of the lesson The study of applying movie-based videos to teaching the Warm-up part in Grade 11 English was written with the desire to help students have interest in learning, actively take part in the lesson and achieve high results in English class, contributing to improving the quality of learning English subject However, due to the limitations of time and the research process, the quality of this study and the level of application of research results are not high The teacher hopes to receive many valuable comments on the topic from having more effective methods to help students achieve the highest marks in learning The teacher looks forward to hearing from educators, colleagues’ and friends’ comments, and the support of the school so that the topic can be supplemented, perfected, and become more valuable to serve the teaching process better Teaching experience Page 31 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” Images of Students’ Performance in Class The lesson is taught with traditional method The class used movie maker video Teaching experience Page 32 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” The class used movie maker video Teaching experience Page 33 “Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation” REFERENCES Allwright, R (1984) The importance of interaction in classroom language learning Applied Linguistics, 5(2), 156-171 Lumturie Bajramia and Merita Ismailia(2016) The Role of Video Materials in EFL Classrooms Sherman, J (2003) Using authentic video in the language classroom Ernst Klett Sprachen Nicolas Gromik (2004) Windows Movie Maker in the English as a Foreign Language Class Vol Barton, Roy, and Terry Haydn(2006) Trainee Teachers` Views on What Helps Them to Use Information and Communication Technology Effectively in Their Subject Teaching Journal of Computer Assisted Learning 22: 257-272 Rosalba Velandia (2008) The Role of Warming Up Activities in Adolescent Students' Involvement during the English Class no.10 Ashia Akther( 2014) Role of Warm-up Activity in Language Classroom: a Tertiary Scenario Ningthoujam (2016) Video Journal of Education and Pedagogy https://www.edsurge.com/news/2018-04-23-five-easy-to-implement-waysvideo-can-have-a-powerful-impact-on-teaching-and-learning Teaching experience Page 34 ... 28 ? ?Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation? ?? Teaching experience Page 29 ? ?Applying movie maker- based videos. .. Page 18 ? ?Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation? ?? Students’ attention and participation towards Warm-up activities... The Movie Maker Interface Teaching experience Page ? ?Applying movie maker- based videos in warm-up activity to encourage EFL grade 11 students' active attention and participation? ?? This is the storyboard