Students are not forced to interact or otherwise respond in this video. Such videos are primarily used to transfer knowledge in a direct instructional manner, where the learner simply watches the video and does not need to respond.

• In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?

According to this video, learners will respond by taking notes. The main message in the video is to illustrate how to improve speaking, the different ways and steps, and the different examples provided to convey accordingly. One of the very good examples given inside the video teaches you how to practice your spoken pronunciation, mere imitation is not a good way to practice pronunciation, where it is given that the really effective way is to try to convey what you hear in your own words after listening to a speech and a conversation in English, then this way of teaching will make the learners who watch this video practice it immediately, do some activity about this video, use their own words to explain the content of this video. In addition, this video gives learners the opportunity to think for themselves whether there are other similar ways to practice speaking.

• What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After they have watched the videos, I think they can do some online video conversation activities that will help them to improve their own personal awareness and communication skills. This activity can be done through online software such as Zoom and Collaborate, where students are provided with several lecture videos for different students to watch and interact with each other in small groups, giving short summaries of the videos in their own words. This improved their speaking skills as well as their knowledge of self-learning and communication skills with others.

• How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

I think that students can give feedback through online platforms or emails, such as facebook, youtube, or Twitter, which are very interactive and effective. On these platforms, learners can give advice to others by posting their own feedback, and others can give students their own feedback through these platforms. This allows students to freely share and discuss the content of the activity, while also ensuring that they have the opportunity to talk and interact with others.

• How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

The main workload involved in this activity was the provision of the presentation video and the grouping of the students. To ensure that the students could interact with others and share their ideas without any obstacles, the number of groups assigned should not be too large. After the event, collecting feedback from the students and summarizing what needed to be done to improve the event were the tasks required to design the event. The activity can be scaled for large numbers of students, and we can do this through The activity can be scaled for large numbers of students, and we can do through Zoom or Collaborate, which allows the number of group members to be freely distributed and multiple people to participate at the same time without any increase in workload due to the increase in numbers.


Reference：
engfluentvids. (2014, October 25). How to improve your English speaking skills (by yourself). YouTube. https://www.youtube.com/watch?v=CAU2zx2Ri_M&ab_channel=EngFluent.