Presented at LLTC Conference 2014, Sanata Dharma Yogyakarta Proceeding ISBN 978-602-18681-6-4 Short Video Clips as Language Input for EFL Speaking Practice Paulus Widiatmoko Universitas Kristen Duta Wacana Yogyakarta widiatmokoyk@gmail.com Abstract The development of ICT has inevitably brought changes in many aspects of language learning and teaching. One of the them deals with easier access to various types of multimedia material such as streaming videos, DVD, and other formats providing authentic or non-authentic language samples. Supported by compatible software, hardware, and media literacy, teachers nowadays can easily bring the benefits of these materials in their classes. Adopting videos for language skill practice, teachers certainly need to consider effective teaching techniques to apply. This study, therefore, suggests techniques to use videos as language input for EFL speaking classes. First of all, visual, verbal, and contextual clues in the media make up rich modality of learning that could facilitate activation of students’ background knowledge during pre-activity. Furthermore, as an input prior to the skill production, language elements such as grammar, language functions, or vocabularies could be emphasized for the students to notice. Related to this idea, Schmidt (1990) in his theory of noticing hypothesis states that input does not become intake for language learning unless it is noticed. Moreover, this study also elaborates video presentation as a lead-in or pre activity for more engaging oral language production. Keywords: video clips, teaching speaking Introduction The development of internet, which facilitates users to exchange multimedia contents, has brought some advantages for EFL teaching and learning. First, authentic material is getting more accessible. Secondly, abundant language inputs are available in different formats and types. Third, it is easier to observe cultural aspects of the target language through various media. Moreover, there has been a shift in the role of internet users due to web 2.0, where every internet user can share various kinds of media to use for teaching and learning purposes. Finally, various media in the internet could facilitate different kinds of learning styles. As one of multimedia products, videos have been claimed to facilitate different modalities of learning, one of which is the coding of verbal and non verbal communication as stated in Berk (2009). Similar to real life conversation, these modes of communication inevitably interact. Non-verbal clues through body language or facial expression play very essential roles of completing information of verbal language. Other clues depicting context and visual information from a piece of communication discourse in a video scene also complements the verbal language, eventually facilitating comprehension. In addition to the aforementioned notion, cognitive theories offer foundation of learning using multimedia. First, Baddeley (1986) and Paivio (1986) in Mishra (2005) elaborate dual channel assumption proposing two distinct channels in human cognitive system for representing and