Comparing Visual Interaction and Screen-recorded Approaches in English Grammar Learning: An Educational Intervention

Document Type : Short Communication

Authors

1 Language and Literature Department, Farhangian University, Tehran, Iran

2 Hormozgan Department of Education, Hormozgan, Iran

Abstract

Background: Face-to-face interactions help teachers teach by sharing information with learners directly through body gestures. In virtual instruction, educators are forced to keep up with the instructional programs technologically. This research compared visual interaction and screen-recorded methods in enhancing English Foreign Language (EFL) grammar learning of senior high school students.
Methods: This research is an educational intervention with a pre-test and post-test design and a control group. Using the simple random sampling method, one school was selected from all-boys senior high schools. A total of 40 eligible male students were randomly allocated to two intervention and control groups (n=20 per group) as a statistical sample learning English in Hormozgan from September to February in the academic year of 2022-2023. They were individuals aged between 17 and 18 majoring in mathematics. The intervention group was taught quoted and reported speech using audio files, PowerPoint slides, and recorded videos, while the control group received screen-recorded videos. The data was gathered using two 25-item pre-tests and post-tests as instruments. The collected data were analyzed through Statistical Package for Social Science (SPSS) version 20 using independent and paired t-tests. 
Results: The Mean±SD of the intervention and control group in the pre-test phase were 87±1.27 and 86±1.19, respectively, showing no significant difference between the two groups (P=0.789). The Mean±SD for the control and intervention groups were 89.25±.93 and 97.50±.51, respectively, indicating that the experimental group outperformed the control group in the post-test (P=0.013). Moreover, the Mean of learning scores in the experimental group increased significantly (P=0.000), while no significant changes were observed in the control group (P=0.091). 
Conclusion: The findings indicate that incorporating video lectures can enhance students’ ability to learn, create an engaging atmosphere, prevent their boredom and disruptions, and ultimately transform an ordinary virtual class into a dynamic and collaborative experience. 

Highlights

Mousa Ghonchepour (Google Scholar)

Keywords

References

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Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 15, Issue 2
June 2024
Pages 192-202

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