The Impact of Interactive Videos on English Language Learning: Achievement and Attitudinal Outcomes in Turkish Fifth-Grade Classrooms
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| Title: | The Impact of Interactive Videos on English Language Learning: Achievement and Attitudinal Outcomes in Turkish Fifth-Grade Classrooms |
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| Language: | English |
| Authors: | Hasan Turfanda (ORCID |
| Source: | Journal of Theoretical Educational Sciences. 2025 18(3):565-583. |
| Availability: | Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Learning, Student Attitudes, Secondary School Students, Grade 5, Academic Achievement, Interactive Video, Technology Uses in Education, Program Effectiveness |
| Geographic Terms: | Turkey |
| ISSN: | 1308-1659 |
| Abstract: | This study investigated the effectiveness of interactive videos on English language achievement and attitudes among Turkish secondary school students. While interactive videos have shown promise in language education, empirical evidence regarding their impact on secondary school students' achievement and attitudes remains limited. Using a quasi-experimental design, 80 fifth-grade students were divided into experimental (n=42) and control (n=38) groups. The experimental group received instruction through interactive videos incorporating multiple-choice, fill-in-the-blank, drag-and-drop, true/false, and open-ended questions, while the control group received traditional instruction. Data were collected using pre- and post-tests for academic achievement and an attitude scale for English language learning. Results revealed a significant improvement in academic achievement for the experimental group compared to the control group, with a large effect size. However, no significant changes were observed in students' attitudes toward English language learning within or between groups. These findings highlight the cognitive benefits of interactive videos in fostering listening comprehension, vocabulary acquisition, and overall language proficiency, while suggesting that affective outcomes may require longer interventions or additional instructional strategies. This study contributes to the growing body of literature on technology-enhanced language learning and offers practical implications for integrating interactive videos into English language instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480944 |
| Database: | ERIC |
| Abstract: | This study investigated the effectiveness of interactive videos on English language achievement and attitudes among Turkish secondary school students. While interactive videos have shown promise in language education, empirical evidence regarding their impact on secondary school students' achievement and attitudes remains limited. Using a quasi-experimental design, 80 fifth-grade students were divided into experimental (n=42) and control (n=38) groups. The experimental group received instruction through interactive videos incorporating multiple-choice, fill-in-the-blank, drag-and-drop, true/false, and open-ended questions, while the control group received traditional instruction. Data were collected using pre- and post-tests for academic achievement and an attitude scale for English language learning. Results revealed a significant improvement in academic achievement for the experimental group compared to the control group, with a large effect size. However, no significant changes were observed in students' attitudes toward English language learning within or between groups. These findings highlight the cognitive benefits of interactive videos in fostering listening comprehension, vocabulary acquisition, and overall language proficiency, while suggesting that affective outcomes may require longer interventions or additional instructional strategies. This study contributes to the growing body of literature on technology-enhanced language learning and offers practical implications for integrating interactive videos into English language instruction. |
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| ISSN: | 1308-1659 |
