Effectiveness of L2 Grammar Videos: A Dialogue between Teachers and Learners

Abstract

Throughout the years it has been debated whether it is necessary to teach grammar, and what the most effective methods of teaching grammar are. This research addressed several aspects of using technology in the field of education such as technology in language learning, the video as a learning tool, and its relevance to grammar learning and the teacher’s role in a technology-driven classroom. The study examined the perspectives of the teachers and the students towards L2 (Second Language) grammar videos and the effectiveness of such videos through a mixed method: Embedded Experimental Model. The sample included 120 young adults aged 18 - 24 who studied at a private campus in Sri Lanka and two teachers. A major finding of the study is that the students expect their teachers to explain what is on the video while playing it or after the video in order to clarify their doubts and for improved understanding. Consequently, the teachers can use L2 grammar videos as a scaffolding tool. The statistical analysis proved that the experimental group scored more in the tests compared to the control group. Further, there is a discrepancy between the teachers’ perceptions on L2 grammar videos and the students’ preferred types of grammar videos.