Abstract
Due to insufficient input and exposure to English in the English as a foreign language (EFL) classroom, the current study used videos posted by the instructor in a blog to supplement classroom grammar instruction. The study was conducted among 60 undergraduates at one Saudi Arabian university. Participants were randomly assigned to experimental (n=30) and control (n=30) groups. The students in the experimental group were taught grammar through regular lectures and online videos, while the control group was taught grammar through regular lectures only. The study used grammar pre and posttests, online commentary exchanges, and follow-up interviews. The results showed that using videos is effective for grammar instruction. The content analysis of the experimental group’s online commentary exchanges showed that videos engaged the EFL learners in the topics of the grammar course. The thematic analysis of the follow-up interviews illustrated that learners had a positive perception of videos in supplementing grammar instruction though they were challenged by the net connection and an overload of peer comments. The findings underlie useful implications for teaching and learning grammar in the EFL context.
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