GRAMMAR VIDEO LESSONS TO FOSTER INDEPENDENT LEARNERS IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM

Gloria Escudero Orozco,Martha Lara Freire

doi:10.29033/id.v11i1.660

Abstract

This research analyzes the impact of the implementation of the flipped classroom to improve the low development of cognitive skills in the stu- dents and to promote the autonomous learning in 30 English as a Foreign Language (EFL) students Level Four in the English Center at Escuela Superior Politécnica de Chimborazo through grammar video lessons. The proposal consisted of eight grammar video lessons based on the syllabus designed for this level. These videos became both: a valuable tool to foster independent learning and a strategy to flip the traditional classroom, which allowed additional time to work on practical activities in the classroom, considering that the theory was studied outside the classroom. The instruments applied in this research project are as initial survey, a satisfaction survey, a pre-test, and a post-test. The initial survey and the pre-test determined the necessity students had to consolidate their knowledge regarding grammar and apply those contents in a real life context. The post- test results revealed that there was a meaningful improvement in the level of grammar knowledge, which is demonstrated in the results analysis and interpretation. Once the study ended, the students concluded that the grammar video lessons are effective and useful to achieve independence in learning the English grammar rules. Students who were part of the intervention reached a level of autonomous learning which influenced mark- edly in the students grades as showed in the interpretation and analysis of the results. Additionally, students felt motivated because they had less “homework.” Thus, it is concluded that the grammar video lessons foster independent learning.

Highlights

Nizar (2015) states that students appreciate being given educational capsules in a similar way to eating fast food
The following research question was formulated: to what extend does the use of grammar video lessons recorded by the researcher foster independent learning? It is necessary to emphasize that the course content was designed with a grammar-based syllabus (Nunan, 2002) and the tutor had to create her own material and implement her own methodology
Various students agreed with this proposal and it was proven that the use of grammar video lessons recorded by the researcher fostered independent learning

Summary

Introduction

Nizar (2015) states that students appreciate being given educational capsules in a similar way to eating fast food Based on this statement, this paper analyzes the facts that made the researchers propose this investigation on video grammar lessons to foster independent learners. It describes the theories that scientifically support the proposal and discusses the results from an objective and real point of view comparing them with results of other studies which apply the same variables This presentation creates awareness about the need students have to become independent learners (Zhen, 2014), as well as the urgency of teachers’ commitment to push students toward that independence (Hammond, 2015). A considerable amount of students in the intervention showed insufficient autonomous learning and they had difficulties to identify the role of the teacher as a facilitator of the knowledge (Ellis, 2004)

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Conclusion