Abstract
The present study investigates positive effects of video-based projects on communicative English grammar lessons in the Vietnamese context. A mixed method was used in which the responses of forty Vietnamese learners from a center of English as a foreign language (EFL) were analyzed. The online questionnaires and individual interviews were applied for investigating the perceptions of the learners in the effectiveness of video-based projects in communicative grammar lessons. To measure the dependent variables of the study, the two grammar tests were given to the learners as a pre-test and post-test. The findings propose that implementing video-based projects in communicative instructions of English grammar enhances the learners’ interests and motivation. Generally, the participants show improvements in their English grammar performances. In addition, applications of video-based projects supported the English assessment following the communicative approach in the EFL context. Hopefully, it might be an effective platform for the development of the learners’ self-directed learning abilities and jointly prepare learners for the uncertain changes in the post-Covid-19 era as well.
Highlights
IntroductionIn the globalization context today, the main goal of learning is to use English in real-life social situations (Richards, 2006)
It would be difficult to straightforwardly address the question of what methods should be used to teach English grammar effectively
The present study aims to seek possible answers to the following research questions: Research Question 1 (RQ1): To what extent does implementing video-based projects improve the effectiveness of communicative English grammar lessons? Research Question 2 (RQ2): What might be done to enhance the effectiveness of implementing video-based projects in communicative English grammar lessons?
Summary
In the globalization context today, the main goal of learning is to use English in real-life social situations (Richards, 2006). To successfully meet this expectation in the context of teaching English as a foreign language (EFL), do the learners need to gain grammar forms, and regularly and actively use them in the written and spoken production of English. In some real-life classrooms, English grammar lessons are less attractive than other aspects of English learning because these lessons are often taught in isolation from contextual meanings. The gap between the abilities of English inside the classroom and the effective use of English in real-life situations is too large
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