Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class

Abstract

A number of learning applications have been developed as a result of technological advancement in the active multidisciplinary field of research linguistics, along with education (Shadiev & Liu, 2023). One such app is Soqqle, a learning program created for mobile device-based video coursework that allows for constructivist learning. This study aims to show whether using the Soqqle method improves the English production and comprehension performance of A2 level EFL Spanish students, as this sort of technology is uncommon in EFL Spanish classrooms. A sample of 76 high school students participated in this study in the Catalan region of Spain. The participants were distributed into three groups: a control group and two experimental groups. While the control group only received instruction using the grammar-translation method, both experimental groups were coached on how to use the Soqqle application for video storytelling and content-based learning. The first treatment group used the Soqqle app, and the second experimental group received instruction through the grammar-translation method, and they also used Soqqle. A prequestionnaire, pretest, posttest, and postquestionnaire were used to collect the data, and an analysis of the data was conducted using a repeated measures ANOVA and chi-square goodness of fit tests. The results revealed that all three groups had improved following the instruction period, and the methods of instruction were equally effective contrary to the assumption of the alternative hypothesis. Additionally, the findings have shown that using Soqqle increases motivation at the same rate as the other methods employed in this study due to the dynamics between the teacher and the students, putting an emphasis on the quality of the instructor over the quality of the type of instruction.