Abstract
Students studying different levels of English require special attention in a higher educational classroom, especially when such levels are part of a university requirement and are not treated with the same focus as specialty courses. Hence, the aim of this study is to implement a teaching method that uses multicultural videos throughout an English level course to enhance student learning. This paper uses a survey approach given to students of different majors registered in two English levels at the German Jordanian University. In total, 53 students have responded. Ordinal scales are used through descriptive statistics analysis with a frequency check of the demographic data. Cronbach's alpha is calculated for each section of the survey, proving a valid consistency of three dependent variables. DV1 α = 0.935, DV2 α = 0.930, and DV3 α = 0.921. A one-way ANOVA test was then used in order to interpret the relationship between the independent variable: multicultural videos, and the three dependent variables. The results of this study confirm the hypothesis that there is a positive relationship between multicultural videos and their dependent variables, reflecting on how this particular method promotes inclusive teaching in a higher educational classroom, and can help students from different cultural and educational backgrounds participate and engage fruitfully. Through this study, the Universal Design for Learning is tested on higher educational students without disabilities but have debility of different educational and cultural backgrounds, making the need for a material source, such as multicultural videos, used to promote inclusive education, which is an important factor when teaching English as a foreign language.
Highlights
In the midst of learning new vocabulary in a higher educational classroom of 25 to 30 students, an English teacher highlights new words in a text by asking, “What do you think the word illuminate means?” The teacher looks around the room for answers and sees some students on their mobile phones; some are searching a dictionary app, while others stare at the teacher dumbfounded
Can inclusive education be effective to students without disabilities? According to a study conducted by Tsang (2013), the results show students without disabilities have benefited from an inclusive education, because many students did not know how to communicate with one another properly and needed guidance and care
In a course filled with students that come from different backgrounds, this study aims to achieve an inclusive educational experience by using Universal Design for Learning (UDL) when conducted in a higher educational course, and attempting to discover if multicultural videos are effective
Summary
In the midst of learning new vocabulary in a higher educational classroom of 25 to 30 students, an English teacher highlights new words in a text by asking, “What do you think the word illuminate means?” The teacher looks around the room for answers and sees some students on their mobile phones; some are searching a dictionary app, while others stare at the teacher dumbfounded. When two to three students raise their hands and answer, the teacher changes their method in order to encourage students to participate and include them in further discussions. This simple situation is reflected throughout the levels of English taught in higher educational institutions in Jordan, at the German Jordanian University. The large numbers of students taking a mandatory course, such as English as a foreign language require a lot of preparation from the teacher, especially when they are taught in advanced levels. An intermediate English course at the German Jordanian University (GJU), for example, has a regular classroom of 30 registered
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
