1. Context

The topics are designed for Australian context which is maybe meaningful for the Australian learners but for the learners from other countries learning English, sometimes they might find that it is very hard to contextualise the lesson as they do not have the schemata of particular topics.  

2. Listening text

The English words used in the audio or video are sometimes quite difficult to be understood as it might be because of influences from the context itself in terms of the accents, the tone and the speed of the speaker talking. This can make learners become confused to figure out what the speaker is trying to say, thus demotivating them to learn as the listening text is quite difficult  for them. In addition, there is no any audio or video transcription given as guidelines even for the teachers to assist the learning process

3. Navigation

There is no any go back button. Therefore, you just need to click the underlined link provided from a disclaimer saying that "This is an archived website that was produced by Screen Australia Digital Learning. See all Digital Learning websites." for each site that you have log on to return to the main menu

Further Suggestions:
i) Breaking News English: Free ready-to-use EFL / ESL lesson plans in Word and PDF. Graded news articles, listening, podcast, and communicative activities.
ii) EnglishRaven: Clear and precise information on teaching methodology and techniques plus a whole host of resources for teaching reading skills, vocabulary, phonics and more.
iii) BBC Learning English: Excellent site with lots of teaching and learning resources for both teachers and students including lesson based on animation production.
iv) its-teacher: This site includes an online magazine for teachers of English, 400+ interactive exercises, a free community site for subscribers' students and lots more.

~Because English is FUN :) ~

# At the beginning of the class, teachers provide brief tutorial or model and instruction sheet on how to use this tool
# Teachers ask learners to work in pairs and create their own movie. Teachers need to decide whether the topic is theme-free or based on certain issues.
# For example, in the literature class, teacher can assign task to learners to do the summary of every chapter in the novel that has been used as a part of the syllabus where they need to pick up one each (one pair for one chapter) and transfer the information into dialogues in the movie.
# As every movie created has a link, teachers can ask learners to send the link to them and their peers' emails.
# Teachers can choose which movie is the best, show it in the class and write some comments.
# Teachers can also get feedback from the students on how to improve the movie especially in terms of content.
# Apart from that, teachers can publish the links on their blog, create a poll and make learners vote for the best.
# To vary the learning styles, carrying out the role-play based on the movie can be a good follow up activity

What are the learning styles that have involved?
In this case, it involves the implementation of Flemming's VAK:
1) Visual: Learners can enjoy seeing and exploring the characters, contexts and scenes in colourful animation type
2) Auditory: Learners can hear the sound provided, involve in discussion with their peers and listen to the explanation of the instruction, lead by the teachers.
3) Kinaesthetic: Learners can try to act out the movie that they have produced.

Who are the learners?
# Secondary school Malaysian students whose mostly first language is not English
# Intermediate and advanced levels of English as they are believed to be already equipped with the sufficient level of English, some vocabulary to be used plus knowledge from the previous experience in learning English back in their primary school.
# Age range: from 13 - 17 years old.

However, this should not be seen as a barrier that denies the lower level learners' opportunity to learn as teachers can also play their roles in providing assistance for example, at the beginning of the class, teachers can work together with them and come up with an example of the movie, then later show it in the class. This will engage learners' attention to the actual task. Then, students can be asked to work in pairs and try to produce their own movie using their own vocabulary.

Apart from that, it is also worth for the teachers to provide hand out containing the steps involved, just to guide the learners who are not really good in using computers. For example:

The example of the end product:
The movie below is produced by me and my friend, Vee Vien during the ICT class:

1. It is fun and great for motivation

As the learners at the age of 13 years and above are usually enjoy watching movies, this tool can arouse their interests towards learning English and deviate from the usual chalk-and-talk traditional teaching method. They will have so much fun creating and even more fun watching the end product. They will also get excited by the prospect of actually producing something that they could show or send to family and friends, thus perceiving English as an interesting and worth subject to be learned.

This tool is equipped with different sections such as backgrounds, characters, sky and plots that can be chosen by students thus providing them the contexts and make them focus on what they are going to do for each step.