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Video-Based Learning Approach for the Development

of English Language Attainment Skill among the
Graduate Students in the Kingdom of Saudi
Arabia-Study on Cognitive Theory
Mahassin Osman Mohammed Gibreel1, Sangitababu2
1
Department Of English, King Khalid University, Kingdom Of Saudi Arabia, Mgibreel@Kku.Edu.Sa
2
Department Of Computer Science, King Khalid University, Kingdom Of Saudi Arabia, Sdas@Kku.Edu.Sa

Article Info Abstract

Volume 82 This paper examines the effectiveness of learning English by Using video among Saudi
Page Number: 11236 - 11244 university students. Accordingly, the study aims to investigate if this approach (learning
Publication Issue: English by using video) in university's English classes is effective and enough. To do so,
January-February 2020 study has been implemented during this semester of the academic year 2018 taking place in
many Saudi universities. 100 university students were chosen to participate by answering a
questionnaire, which uses as a tool of the research. The questionnaire has 20 questions of
open answers and 30 questions of closed answers. Moreover, many interviews are conducted
with students and teachers who experienced this new approach. Then, the collected data
analyzed to evaluate the opinions of participants about using videos in learning English. To
sum up, the researcher hopes that the results of the questionnaire can provide useful
information for educators and students of this approach. At the end, the paper offers
suggestions and some concluding remarks about the impact of learning English by using
Article History
video.
Article Received: 18 May 2019
Revised: 14 July 2019 Keywords: Video based learning, Cognitive theory, English language , development skills.
Accepted: 22 December 2019
Publication: 21 February 2020

1. INTRODUCTION of asking the students to do recordings of

themselves, to prepare further activities on the
To define video, the definitions may differ from
videos and to provide feedback for these videos etc.
background to context; however, a basic idea,
Of course, not limited with using video and how
which can help to define video, can be its conveying
video can be used as a tool depends on the creativity
messages in an audio-visual environment. Like its
of the teacher and his or her students. The
definition, the way in which is applied in classrooms
significance of video particularly in language
is also varied. While it can be used as a teaching aid
teaching has been underscored with the increase in
such as, showing a conversation from a movie
communicative language teaching theories around
scene, in order to make practice to the material on
the world. Scholars have reached consensus that its
the course as in the case
role in enhancing learning cannot be denied. In

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addition to discussions on video use and need to realize new approaches and directions to
communicative teaching (Cummins, 1989; Ciccone, encourage students speak English fluently and to lift
1995) its role in intercultural communication their motivation and their educational action. These
(Phillips, 1995) has become prominent recently. The directions ought to be of prime quality to make sure
use of video as a source representing the target their improvement. Doubtfully, teenagers moreover
language and its culture has been found an effective as adults pay plenty of your time looking at TV
teaching tool. As cited by Coniam (2001), there are series speak shows and videos. Educators will flip
other reasons why video has gained attraction in victimization video to be a significance tool and a
language classroom in addition to communicative significant instrument to show English. Learning
and cultural sides. Finally, yet importantly the English by victimization video enhances students'
advantage of videos in classrooms is related with its ability to realize the maximum amount as
authenticity. For the past two decades, language vocabulary, to know what actors do within the
teachers are trying to find new ways to make scenes, so then, to enhance their comprehension and
language learning real classes-like Video in EFL conjointly, they will learn the way to talk English
environments where students have limited access to fluently and properly as native speakers do.
reliable materials and use of the target language. Moreover, Learning English by victimization video
Videos, considered as a shelter, are believed to suggests that learning with fun and ability that the
provide the learners with appropriate visual and new generation of teens and adults got to go
audio input which, help them gain new knowledge. together with the new millennium development
Katchen(2002) expresses similar ideas by saying goals in learning and information. lecturers
that video provides authentic language input in associate degreed educators believe that looking at
language classrooms. Although in literature, the real videos during a category and viewing videos
relationship between language and video use has reception raise students' understanding and allow
been investigated, the number of studies focusing on them to follow English whenever in an indirect
particularly vocabulary teaching and video is means.
limited. Thus, this study is aimed to shed light on the
1.1 SIGNIFICANCE OF RESEARCH
question of which presentation mode (video) is
more effective for students who are learning English This research aims to figure out the effectiveness of
as a foreign language. learning English by using video and what genres of
using video that the university students enjoy
1.0 STATEMENT OF PROBLEM
watching them. The study is also trying to find out
Learning a brand-new language may be a arduous whether previewing vocabulary before watching the
task. For periods of history, English educators in film helps university learners to feel more
Asian country have searched ways in which to comfortable and facilitates their learning. For such
facilitate this tough task. as an example, here in objectives, this study hopes to provide useful
Asian country, most students square measure information regarding to use more types of videos in
learning English categories publicly and personal English classes in the learning process among Saudi
faculties for a minimum of six years before they're university and to shows, also how this approach can
going to universities. However, still they face the make learning more interesting, enjoyable and
matter that aren't ready to expeditiously beneficial.
communicate in English this can be thanks to the
boring directions utilized in most English categories
that create students lose their motivation and
inspiration in learning. Therefore, English educators

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assignment and enhance their vocabulary and

writing in addition.

2. LITERATURE REVIEW

This paper appearance at the ideas of believability

and student motivation and the way they'll probably
be incorporated, associate degreed increased by
victimization video materials as supplementary
material in an EFL room.

Sherman (2003) presents a convincing argument for

incorporating authentic video material into language
Figure 1. Types of videos
lecture rooms and provides a spread of sensible
1.2 RESEARCH QUESTIONS room activities showing the way to use video to
bring globe language and culture into the room in
This study explores:
modern, participating and productive ways that.
What's the role of using video, in developing the There are several documentaries, instructional films,
acquisition of English as a foreign language for interviews and sites containing an oversized body of
university students? fabric created and denote by individuals everywhere
Are movie-related classroom activities such as the globe to speak their concepts and beliefs, and
keyword preview useful? permit for interaction with others through the
commenting feature. Thus, Videos has the potential
1.3 CONCEPTUAL FRAMEWORK to attach learners with authentic English input
The abstract framework during this study is through what's quite probably already a district of
predicated on socio-cognitive approach; the their life expertise. Videos of all types, as
educational theory that's involved with learning that mentioned, are one promptly out there supply of
happens in a very social setting (Fahim&Mehrgan, authentic popular culture material. Encouraging
2012). during this theory, psychological feature students to act in an academic capability with
learning is built through social interaction, behavior standard culture through English language video
or performance, and setting (Bandura, 1986; clips could act as an interesting issue for college kids
Fahim&Mehrgan, 2012). Learning includes human desire to additional develop their language skills as
social behavior in bound environments, however they endeavor to realize a deeper understanding of
individuals assume, and the way their thinking content they volitionally access on-line. Moreover,
affects their behavior and their performance within it's conjointly out there for college kids to interact in
the setting. This study is additionally supported the outside of sophistication in some sort of
teaching approach that is Communicative teaching student-centered, autonomous learning.
(CLT). the main target of this approach is on Scholars have found that learners pay most attention
achieving communication and achieving linguistic to captions, followed by video and audio, and
and grammatical accuracy. The goal of victimisation acquire most words by associating them with visual
the language ‗‘productively‘‘ is additional vital than pictures. they need thus finished that captioned
victimisation it accurately (Brown, 2010). Some video tends to help recognition of word forms and
victimisation video area unit well-known to possess the learning of sense. On the opposite hand,
instructional info that lecturers will use as a base in non-captioned video tends to boost listening
teaching students to exchange concepts, do school comprehension because it facilitates recognition of

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aural word forms (Winke, Gass, &Sydorenko, atmosphere, designed for its entertaining price
2010). instead of instruction may be a wealthy and exciting
supply of video software package for instruction in
per W. Rivers, several media and plenty of kinds of
English as a second language (ESL) room.
visual presentation are helpful for the language
victimization the acceptable video materials in
learner. that's to mention ―all audiovisual materials
several things, in teaching a lesson is geared toward
have positive contributions to acquisition as long as
serving to EFL learners get headed each in language
they're used at the proper time, within the right
use and a few society interactions with native
place. In acquisition and teaching method, learners
speakers of English. Besides, the lesson and also the
use their eyes yet as their ears; however, their eyes
concomitant activities are supposed to boost EFL
are basic.
learners‘ communicative language skills (i.e.,
LumturieBajrami and Merita Ismaili / Procedia - listening, speaking, reading, and writing). By
Social and behavioural Sciences,( 2016 ). Besides victimization the videotaped segments, the most
additional typical exercises around vocabulary and focus is on developing the learners‘ fluency within
synchronic linguistics usage, students is also asked the method of language acquisition in an
to jot down, present, or discussion in English on exceedingly natural in progress daily interaction
topics, plot details, or perhaps characters. 2 minutes with native speakers. typically, the academics ought
of presenting video material being that a news to be centered on the language, content, and
unleash or an advertisement, will offer associate production thus on meet the objectives of the
degree hour of room work, or it are often wont to training method. as an example, some bound things
introduce a spread of activities and exercises. we all need a fabric wherever the medium is ―transferable
know that deficiencies in vocabulary will build even to world things, that students are possible to return
a straightforward task terribly tough for college across‖ (Stempleki, 1987 p. 12-14).
kids. Another vital issue for academics that creates
2.2 USING VIDEOS IN LANGUAGE
video materials additional fascinating and gratifying
LEARNING AND TEACHING
is that they assist to market comprehension. Video
makes the that means clearer by illustrating This theory was studied in depth by
everything in an exceedingly means that's impossible Mayer and alternative psychological feature
with words, that proves the well-known speech ―an researchers WHO argued that transmission
image is price thousand words‖. supports the approach that the human`s brain
functions. In alternative words, the assertion of
According to Tomalin‘s (1981) analysis, language
the speculation is that folks learn higher or a lot of
academics like video as a result of it motivates
deeply once they are given each footage and
learners, brings the important world into the room,
words than with words alone. Mayer argues that
contextualizes language naturally and allows
meaty learning from words and footage happens
learners to expertise authentic language. Students
once the learner engages in 5 psychological
am passionate about it as a result of video displays
feature processes. These embraces choosing
are fascinating, difficult, and stimulating to
relevant words for process in verbal operating
watch‖(p.12).
memory also as relevant pictures for process in
Stempleski (1987 p.12-14) states, ―a wealthy and visual operating memory, organizing chosen
exciting supply of video software package for words into a verbal model as well as chosen
EFL/ESL categories is authentic material.‖ pictures into a pictorial model and finally
Authentic video material, particularly that that desegregation the verbal and pictorial
represents what goes on in an exceedingly non-ELT representations with one another and with previous

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data (see Figure 1). Fig. one psychological feature

Theory of Video Learning victimization
Videos/YouTube in learning and Teaching Videos
technology is thought about as a valuable learning
tool. A growing body of analysis has shown
important findings that encourage the combination
of Video clips in education. Mayer stresses that the
employment of videos is greatly effective
particularly for introductory courses because it will
facilitate troublesome ideas and attract the
attention of weak students as well as visual/
special students. Video is a four-dimensional
resource that offers all fields of data that will be Figure 2. Cognitive Theory of Video Learning
accessed effortlessly. additionally, videos on
YouTube are restricted in lengths; this makes them Accordingly, several studies and surveys
appropriate for the constricted classroom`s time. have enforced by language educators and students
Studies have conjointly examined however Video World Health Organization have disclosed that
will be half of a learning system to support victimisation videos within the method of teaching
freelance learning, and language learning. English will become a big a part of the program as a
Studies demonstrate however Video will increase result of videos really replicate an outsized facet of
students‘ involvement and participation within the the $64000 language and reveal the culture during
schoolroom and learning methods. which the foreign language is spoken. These studies
even have found that videos attract students'
According to Balcikanli, Video / YouTube interest beneficially and moving their video to be
might be valuable to address students` interests told (Sommer, 2001; Kusumarasdyati, 2004)
and desires for real life language by providing
authentic discourse. Moreover, Video offers a The study of Weyers (1999)
myriad of opportunities for learning a second conducted a search with authentic series to live if
language as a learner will watch as well as hear this fashion will increase the scholars reading
completely different types of spoken material comprehension and their oral production
(formal, informal), genres (songs, debates, talk additionally. The investigator used experimental and
shows, film clips); thereby, learning new vocabulary management cluster. The experiment was
or the other language skills. McKinnon remarks that conducted at the University of recent North
the scenes, movements, feelings, and gestures American country in semester (2) in Spanish
given in YouTube video segments supply categories for eight weeks. All students took
important visual impetus for language learning. treatment tests. each team studied the program of
Spanish in semester (2). However, the experimental
cluster completed the experimental treatment. The
study asked students within the experimental cluster
to observe 2 episodes of a Spanish series per week.
The teacher within the category gave the
participants a brief estival in English of the
telenovela before observance every episode. At the
top of the analysis, the investigator has urged thanks

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to the results of the experiment that telenovelas 3. METHODOLOGY

square measure a valuable supply to extend the
This study is about to know the role of Using
students‘ reading comprehension skills.
video in developing the acquisition of English as a
Sherman (2003) presents a convincing foreign language for university students. This
argument for incorporating authentic video material particular research used a quantitative methodology
into language lecture rooms. She provides a spread in which literature review, different resources and a
of sensible schoolroom activities showing a way to questionnaire conducts to collect data and set
use video to bring universe language and culture findings according to this data.
into the schoolroom in modern, partaking and
productive ways that. There square measure ton of
documentaries, instructional videos , interviews and
sites containing an outsized body of fabric created
and denote by folks everywhere the globe to speak
their ideas and beliefs, and permit for interaction
with others through the commenting feature. Thus,
YouTube has the potential to attach learners with
authentic English input through what's quite
presumably already a region of their life expertise. Figure 3. English Language Learning Video's
Videos of every kind, as mentioned, square measure Resources Types
one without delay out there supply of authentic
popular culture material. Encouraging students to 3.1 PROCEDURE
move in an academic capability with widespread This study has been carried out during the
culture through West Germanic language video second semester at the university. The results are
clips might act as a remarkable issue for college kids collected two months after university students
desire to any. attend classes using video given by the researcher on
It may be seen from the results that the CD for four classes chosen using video. Students
scholars found the pre-viewing introduction to the must be fully prepared for development and learning
moving-picture show of huge facilitate in after the two months. Before attending the classes,
understanding and comprehending the participants are given a short list of words and
moving-picture show. The academics World Health phrases used in each film to prepare them for better
Organization participated conjointly agree that it's understanding of what the actors are saying in the
vital to own activities associated with the film.
moving-picture show to meet its pedagogic use. 3.2 PARTICIPANTS
This conclusion conjointly agrees with studies
conducted by Keene (2006) that suggests that 100 students participate in the study. 50
associate preceding mind that's created thus with the student's data collect by group interview, while 50
utilization of associate introduction to the student's data collect by questionnaire. The
moving-picture show might contribute to raised researcher then analyzes the data to find out how
understanding and contextualization of the new learning English by Using video help to increase
material. Fisher &Freyr (2011) consider viewing students‘ achievement and how this approach
full-length feature films associate supernumerary benefit them in gaining more vocabularies to be used
waste of excellent tutorial time. in everyday language.

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3.3 TOOLS approach they may introduce to improve English by

using video. The 30 closed questions which given to
A questionnaire has been used as a tool that
students included varied response format –
contains a total number of 30 items having open
Checklist (with multiple options and YES\NO
answers and 20 items having closed answers
questions. Precautions have taken to ensure
Moreover, an interview has been conducted with
trustworthiness of the data according to the criteria
students and teachers. The data then has been
of credibility, applicability, dependability and
analyzed to draw findings and suggestions.
conformability.
3.4 ETHICAL CONSIDERATIONS
4.2 RESULTS
Following ethics have been applied on participants The findings reviewed in this study showed
in the survey: significant information about using videos in classes
to develop the acquisition of English as a foreign
 Participants will not show up their own
language for university students. The researcher
identity.
might conclude that using videos have facilitated
 Participants are not forced to do the survey.
learning. In addition to key word preview, a
They do it as volunteers
questionnaire has administered. The students
 Before starting the questionnaire, participants
sample consists of 100 participants. The participants
will be informed of the aims and goal of the
are freshman, junior and senior English majors.
study
There were 5 seniors (16%), 8 juniors (26%) and
 Participants can withdraw their data and
freshman (40%). In the questionnaire, there are 20
participation at any time, even at the end of questions for students. This questionnaire aimed to
the study, obtain the participants‘ general background and to
 All participants' data will be kept confidential investigate the relationship between using movie
to protect their rights viewing as a way of motivating and English
3.5 LIMITATIONS OF THE STUDY developing. The result of each question is analyzed
as follows.
Time : The survey is conducted within second
semesterof the academic year 2018
Place : The study takes place in King Khalid
University
Sample Size : 100 university students

4. RESULTS AND DISCUSSION

4.1 MEASUREMENT

The data has been collected using a Figure 4. Video based Learning Impact for English
questionnaire of opinion as a tool; the questionnaire Language
contained a total number of 50 items having
questions of 20 open answers and 30 closed answers 5. CONCLUSION
to the students. The content of the 20 items of open 5.1 IMPLICATIONS AND SUGGESTIONS
answers are in the following essential aspects: what FOR FURTHER RESEARCH
sentences and phrases impressed them after
watching the video and why using video; also, what

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This study was an investigation on the relation [3] Ciccone, A. (1995). Teaching with authentic
between viewing video and developing the video: theory and practice In: Eckman, F.R.,
acquisition of English as a foreign language for Highland, D.D., Lee, P.W., Milman, J., Weber,
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203-218.
students‘ achievement in English not just only in
classes but in everyday life as well. According to [4] Coniam, D. (2001). The use of audio or video
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the English curriculum. This study hasn‘t been the certification of English language teachers: A
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Herron, C. (Eds.), Research Within Reach II.
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Southern Conference on Language Teaching.
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