Assessing the impact of videos in promoting learners' English second language comprehension and listening in Omusati region select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Mwaamukange, Gerson Hafeni Pelao
dc.date.accessioned 2018-05-27T18:12:41Z
dc.date.available 2018-05-27T18:12:41Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/11070/2313
dc.description A thesis in partial fulfillment of the requirements for the Degree of Master of Education (Educational Technology) en_US
dc.description.abstract This study assessed a learning environment where learners were exposed to authentic and rich language input, and it has shed light on the use of multimedia pedagogies in second language (SL) teaching. By using videos, the study explored the impact of multimedia on language comprehension. The study was conducted in Omusati Region, Namibia on Grade 11 learners doing English as a Second Language NSSC Ordinary Level at a selected secondary school. Two Grade 11 classes were selected to be part of the sample, with one class being the experimental group, while the second class was the control group. The sample consisted of 41 learners per group. This study focused on finding out whether or not the use of videos has an impact on the English language comprehension of SL learners. This study was a comparative quantitative study, using a quasi-experimental research. Pre- and post-tests were administered on all participants. Instruments for this study consisted of English comprehension tests and listening tests. In the English comprehension tests, the experimental group watched videos and answered questions based on the videos, while the control group had the same content as the experimental group, but instead of videos, content was transcribed into text format. In the listening tests, both groups were given the same content and answered same questions on paper, but the experimental group‟s content was presented in videos with audio, while the control group only had an audio. After the pre-test, both groups were given series of tests that comprised three comprehension tests and two listening tests. Thereafter, post-tests were given to the control and experimental group. The t-test was used to find out if significant differences existed between the control and experimental groups‟ scores. Findings from the pre-test of the language comprehension, showed that there were no statistically significant differences in the scores on the control and experimental groups‟ scores of the language comprehension component. However, language comprehension post-test scores showed that there were statistically significant differences between the control and experimental group scores. The control group scored an average of 72.44 compared to an average score of 79.51 for the experimental group. These results seem to suggest that teaching with videos as supplementary materials improved the participating learners‟ language comprehension. The study recommends that language teachers should use audio-visual materials as supplementary materials when teaching English. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Videos en_US
dc.subject English en_US
dc.subject.lcsh English language, Study and teaching, Audio-visual aids
dc.subject.lcsh English language, Study and teaching (Secondary)
dc.title Assessing the impact of videos in promoting learners' English second language comprehension and listening in Omusati region en_US
dc.type Thesis en_US


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