THE IMPACT OF USING INTERACTIVE VIDEOS ON ENGLISH LANGUAGE SKILLS AMONG SIXTH-GRADE STUDENTS AT AD-DHAHIRIYA BOYS' PRIMARY SCHOOL IN HEBRON GOVERNORATE-PALESTINE
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Date
2024-11-18
Authors
محمد رباع
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Publisher
جامعة النجاح الوطنية
Abstract
This study aimed to investigate the impact of interactive videos on improving 6th grade students’ English language skills and vocabulary knowledge. The sample consisted of (70) male sixth-grade students who were equally divided into two groups; experimental and control; (35) students in each group. Moreover, 10 English teachers; five males and five females participated in this study. The participating students were recruited from the Boys' Primary School of Karam Al Ashqar in Al Dhahiriya, Directorate of Education of South Hebron, Hebron Governorate, Palestine. This study was anchored in four theories, namely, Piaget & Cook's theory of constructivism (1952), Krashen's input theory (1982),dual coding theory by Paivio's (1990), interaction theory by Long's (1983), and sociocultural theory by (Vygotsky & Cole, 1978). The data were collected using a mixed-method approach. A test adapted from the Ministry of Education curriculum was administered to the students, with additional modifications based on the evaluators' input. The test consists of (five) parts that investigate the impact of interactive videos on improving reading, speaking, listening, writing, and vocabulary knowledge. The study used an interactive video developed by a researcher and an English language teacher using the "Edu Video AI" application, incorporating audio-visual materials from the second semester of sixth-grade English curriculum. The experimental group students were taught using interactive videos, while the control group students were taught using traditional teaching methods. Moreover, the researcher conducted a semi-structured interview with 10 English language teachers via Zoom application to explore their perspectives regarding the challenges that teachers and students face in using interactive videos in English language teaching and methods and strategies they use to overcome these challenges. The interview questions consisted of 10 questions that were adapted from (Kaynar & Sadık, 2021) study. The interview questions were modified based on the evaluators' suggestions. The findings of the study reveal that students’ scores in the experimental group outperformed the scores of control group students. The findings of these study revealed that interactive videos improve students' language skills by providing context-rich, engaging, and repeatable content, catering to various learning styles and preferences, fostering deeper comprehension and application of language concepts. The study recommends replicating the study with a larger sample size to reliably generate robust conclusions about the findings.