Effects of Viewing Video Materials with Intervention to the Viewing Comprehension and Vocabulary of Grade Four Pupils of MSU-ILS

Abstract

The advent of new technologies make it imperative for teachers to be well verse with new pedagogies to make learning more interesting and fascinating for students in response to the technology-changed world. One yet effective feat is to motivate these ‘digital native’ students to learn by using their interests that would also expose them to the target language at the same time. Among the educational technology products that provide many advantages to language learning is video. Video, according to Zhang, et al. (2005) is “a rich and powerful medium that can present information in an attractive and consistent mannerâ€. In fact, video use is ‘very effective’ with those students who do not perform well to traditional methods of teaching (CPB, 1997). Consequently,  this quantitative and qualitative designed research study explored to find the effects of viewing video materials with intervention to the viewing comprehension and vocabulary of the matched 25 (twenty-five) pairs of grade four Section A and B pupils of MSU-ILS. Intervention plans, six interactive video materials, and comprehension and       vocabulary tests were used for the administration of the study for seven viewing sessions within the span of seven consecutive weeks. Observation and interview were further conducted for getting in-depth information. Afterwards, it was found out that (a) constant or repetition of viewing is helpful for younger children, (b) the affectivity of a technology would still depend on the way it will be integrated in teaching, (c) combination of viewing techniques and viewing activities as an intervention is effective, and (d) viewing video materials with intervention has many benefits such that participants got happy, excited, relaxed, interested, attentive and motivated to learn; help learners gradually possess learning competencies; promote values formation; and do not increase viewing comprehension and vocabulary acquisition only, but improve listening skills as well.