The Effect of Scenario-Based Interactive Videos on English Learning

Autor/in	Taslibeyaz, Elif
Titel	The Effect of Scenario-Based Interactive Videos on English Learning
Quelle	In: Interactive Learning Environments, 28 (2020) 7, S.808-820 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1552870
Schlagwörter	Instructional Effectiveness; Interactive Video; Vignettes; English (Second Language); Second Language Learning; Second Language Instruction; Grammar; Self Management; Active Learning; Public Schools; Grade 7; Early Adolescents; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Interaktives Video; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Selbstmanagement; Aktives Lernen; Public school; Öffentliche Schule; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Türkei
Abstract	The purpose of the present study was to examine the effect of scenario-based interactive videos, on students' achievement and their development of self-regulated learning behaviors, when used in an English grammar course. Scenario-based interactive videos can present an experience-centered learning environment that enables students to be more active in the learning process. A true experimental research design was used. The sample consisted of 84 seventh-grade non-native speakers from an elementary school. The students were divided into two groups. The experimental group used scenario-based interactive videos, while the control group used non-scenario-based interactive videos. Pre and post-tests were conducted to measure achievements of the students in each group. Moreover, screen log data were examined to evaluate their self-regulated learning behaviors. Finally, the results showed that the students in the experimental group were more successful than those in control group with regard to their achievement level on the posttest. The experimental group showed self-regulated learning behaviors more than the control group did. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01