Adapting instructional videos to the needs of English as an additional language (EAL) Learners

Learning with instructional videos is challenging, especially for students who speak English as an additional language (EAL). Although the cognitive theory of multimedia learning (CTML) model afforded a comprehensive set of design principles, boundary conditions were found while applying these principles to EAL students. Evidence suggests that learners who speak different languages have different learning preferences, attitudes toward ICT, perceptions, and learning approaches. Nonetheless their influences on the effectiveness of design principles are under-investigated in the media-centered, design-based research. Thus, this paper proposes that more learner-centered studies are needed to better understand the learning needs of EAL students beyond the literacy aspects. Understanding the role of language in video learning as a tool for information processing and thinking, and a cultural artefact which evolves over time is the key to identifying effective instructional designs of videos for EAL learners.