Video-accompanied vs. handout-accompanied assignments: Effects on EFL learners’ descriptive paragraphs

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dc.authorid0000-0002-4312-9731
dc.contributor.authorValizadeh, Mohammadreza
dc.date.accessioned2022-06-27T06:35:08Z
dc.date.available2022-06-27T06:35:08Z
dc.date.issued2021en_US
dc.departmentKapadokya Üniversitesi, Beşeri Bilimler Fakültesi, İngilizce Mütercim ve Tercümanlık Bölümü
dc.description.abstractThis study compared the effects of videos and handouts, accompanied by the paragraph assignments, on the quality of English language learners’ written descriptive paragraphs. The study was quasiexperimental and quantitative. It had a pretest-treatment-posttest design. As the treatments, either videos or handouts were accompanied by descriptive paragraph assignments which the participating students were required to write. The purpose of accompanying either videos or handouts was providing the learners with additional guides to help them write appropriate and accurate descriptive paragraphs. The study was conducted during the Covid-19 crisis. The participants were 56 Turkish learners of English as a Foreign Language (EFL) at pre-intermediate level of proficiency. They were receiving virtual education due to school closures because of the Covid-19 pandemic. The participants were assigned to two groups, each of which included 28 learners. One group was provided with educational videos, relevant to the given assignment. The other group was given similar information via handouts. The results of the independent samples t-test indicated that the group that received videos significantly outperformed the one that received handouts. Consequently, the study highly recommends EFL teachers utilize this technique in their classrooms.
dc.identifier.citationValizadeh, M. (2022). Video-accompanied vs. handout-accompanied assignments: Effects on EFL learners’ descriptive paragraphs. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (28), 439- 445. DOI: 10.29000/rumelide.1132582.
dc.identifier.endpage445en_US
dc.identifier.issue3en_US
dc.identifier.startpage439en_US
dc.identifier.urihttps://dergipark.org.tr/tr/pub/rumelide/issue/70436/1132582
dc.identifier.urihttps://doi.org/10.29000/rumelide.1132582
dc.identifier.urihttps://hdl.handle.net/20.500.12695/1624
dc.identifier.volume18en_US
dc.institutionauthorValizadeh, Mohammadreza
dc.language.isoen
dc.publisherRumeliDE Journal of Language and Literature Studies
dc.relation.ispartofRumeliDE Journal of Language and Literature Studies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectvideo
dc.subjectwriting
dc.subjectdescriptive paragraphs
dc.subjectassignments
dc.subjectEFL learners
dc.titleVideo-accompanied vs. handout-accompanied assignments: Effects on EFL learners’ descriptive paragraphs
dc.typeArticle

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