TITLE:
Animated Videos Prove to be Beneficial in Teaching English Grammar as EFL: A Neurological Study of How Students Learn and Retain English Grammar
AUTHORS:
Ibrahem Bani Abdo, Abdel-Hameed Al-Awabdeh
KEYWORDS:
Grammar Skills, English Grammar, Communication, Animations’ Videos, Neurology
JOURNAL NAME:
Creative Education,
Vol.8 No.9,
July
27,
2017
ABSTRACT: In the education field, there are different theories that apply to teaching in
general and specific ones targeting mode of teaching English grammar as a
foreign language. This study involves neurological evidence through using
animation videos which promotes the idea that learning and teaching in an
enjoyable environment are much more conducive, than learning in an unpleasant
environment. Using animated videos presentations in teaching students
English grammar by explaining the English grammar rules, the used
videos required too much attention in learning specific words such as “use of
conjunctions” and “verbs” in a humorous and economical way. The study
targeted 9 students of the fourth grade at an EFL environment and the sample
included only a public school of different achieving levels. Finally, the results
of the analysis indicate that this technique helped students of fourth graders to
memorize the rules in an easier way. The students also felt happy of seeing
animation videos as a way of learning English grammar which suggests that
students indeed retain much more when learning through animated videos
than when learning in a traditional manner (through drills, grammar exercises
from a workbook). The study findings support that the educational pedagogy
is applicable to language theory as well. It promotes the idea that students of
younger ages should be provided with the opportunities to engage in animated
videos in order to enhance the learning process.