Video
lecciones de gramática para fomentar estudiantes independientes en el aula =
de
inglés como lengua extranjera.
=
Martha Lucia Lara Freire Recibido: 20-04-2019 /
Revisado: 25-05-2019 /Aceptado: 24-06-2019/ Publicado: 15-07-2019 For this study, the researcher recorded eight gram=
mar
video lessons based on the contents studied in Level Fourth in the English
Center at Escuela Superior Politécnica de Chimborazo. These videos became b=
oth,
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 taken outside =
the
classroom. The instrument applied in this research were initial survey, sat=
isfaction
survey, pre-test, and post-test. The initial survey and the pre-test
demonstrated the necessity students had to consolidate their knowledge
regarding grammar and apply those contents into a real life context. Once t=
he
study ended, the students concluded that the grammar video lessons were
effective and useful to achieve independence in learning the English grammar
rules. Students who were part of the intervention reached a level of autono=
mous
learning which influenced markedly 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 was concluded that the
grammar video lessons foster independent learning.
.
Keywords: Independent Learning, Grammar Video Lessons, Flipp= ed Classroom.
Resumen.
Para
el presente trabajo, el investigador elaboró ocho lecciones de gramática en
video, basadas en los contenidos estudiados en el Nivel Cuatro del Centro de
Idiomas, de la Escuela Superior Politécnica de Chimborazo, estos videos
consistieron una valiosa herramienta para fomentar el aprendizaje autónomo y
una estrategia para cambiar el aula tradicional, dedicando más tiempo de la
clase a la ejecución de actividades prácticas, puesto que la teoría gramati=
cal se
trasladó fuera del aula. Los instrumentos utilizados fueron: encuesta inici=
al,
encuesta de satisfacción, pre-test y post-test. La encuesta inicial y el pre-test
mostraron la necesidad de los estudiantes por consolidar sus conocimientos =
de
gramática y tener la habilidad de aplicarlos en situaciones de la vida real=
. Al
finalizar la investigación los estudiantes concluyeron que las lecciones de
gramática en video fueron efectivas y útiles para lograr independencia en el
aprendizaje de reglas gramaticales del idioma Inglés. El nivel de aprendiza=
je
autónomo que los estudiantes alcanzaron influyó notablemente en las
calificaciones de los estudiantes que fueron parte de la intervención
pedagógica, lo que se comprobó en el análisis e interpretación de resultado=
s.
Adicionalmente los estudiantes se sintieron motivados puesto que los deber=
es
disminuyeron. Se concluye por tanto que el uso de lecciones gramaticales en
video promueve el aprendizaje autónomo.
Palabras claves: Aprendizaje Autónomo, Lecciones de
Gramática en Video, Clase Invertida.
Introduction
Nizar Matar
a professor of An-Najah National University states that students like to be
spooned fed with easy to digest educational capsules in a similar way to
fast food
This study acquired a high
level of importance due to the problems to be solved and the results that c=
an
be generalized and used by other professors in any other educational
background. For instance, the major problems at the beginning of the semest=
er
were that students were not engaged with the learning-teaching process and =
had
not developed the ability to create their own knowledge and critical thinki=
ng.
Additionally, most of students under intervention were not autonomous learn=
ers
and they did not perceive the role of the teacher as a mere facilitator of =
the
knowledge
After working with differe=
nt
kind of activities in the classroom, it was observed that the majority of
students were visual learners. Not to mention that, nowadays, young people
prefer technology to printed material. Therefore, the general objective was=
to
create grammar video lessons of the grammar contents studied in English Lev=
el 4
at Escuela Superior Politécnica de Chimborazo as instruments to promote
self-study and as a strategy to diminish the in-class theory time making a =
way
to take that acquired knowledge into practice. The specific objectives of t=
his
study were to learn grammar in a non-traditional, more fun way by using
technology, to combine virtual education with face-to face activities, to
provide more opportunities for students to practice grammar contents during=
the
class time and to guide students in the use of the grammar video lessons at
home as a technique which fosters self-study. The achievement of these
objectives helped us reach a better comprehension of the generalizations
discussed in this article.
The first variable is the
so-called independent variable, which deals with video grammar lessons with
focus on the flipped classroom model and the second variable, known as
dependent variable has to do with independency, specifically to develop the
necessary cognitive skills required for independent learning.
Flipped classroom was born=
in
2007, the founders are Jonathan Bergman and Aaron Sams=
,
both science teachers. As many teachers, John and Aaron realized that they =
were
not taking full advantage of the face-to-face time with their students and =
that
when they sent homework, they were not physically there to guide their
students; all those situations contributed to the Flipped Classroom model
creation. The concept of flipped class is this: which was traditionally don=
e in
class is now done at home, and which was traditionally done as homework is =
now
completed in class
The founders of this model
started to record the theory or lecture on videos and podcasts for their
students to have the opportunity to watch them as many times as they needed=
, at
their own pace, and in the comfort of their home
Several studies dealing wi=
th
the same variables refer to technology as the main tool to work with the
flipping approach
On one hand, grammar video
lessons, which are recorded materials carried out by the class tutor with
content based on the syllabus and on students needs, have to be designed w=
ith
specific features such as an adequate length, i.e. not too short or too lon=
g.
It needs to have the singularity to catch students attention, so that they=
and
even other people around them get involved in the teaching-learning process.
Due to this fact, the teacher became as reachable as being in the students
pocket. Students could turn on, mute, rewind or repeat the class at will
On the other hand, authors
refer to independent learners as a student with the ability to take charge=
of
ones learning
In order to contribute to =
this
paper, it is necessary to remark some results from other researchers, for instance, the paper Successfully
flipping the ESL classroom for learner autonomy written by Yu Jung Han
The context in which the
research was applied, the findings on students survey and tests, and all t=
he
above stated considerations made of this study a tool to take EFL students =
and
teachers to the next level, which is switching from traditional to flipped
classroom
According to Boulhuis and Voeten (2001=
), cited
by Meyer, promoting independent learning requires a new role for teachers, a
flip from traditional transmission of information to a process-oriented
teaching, which ensures that students are actively involved in the learning
process
The striking angle about t=
his
study is to see how everything fits, considering that not only the teacher=
s,
but also the students role changes. The dependent learner is a passive rec=
ipient
of knowledge, who accepts the teacher as the expert in the learning process;
whereas the independent learner is active in directing and regulating his or
her own learning and becomes a learning expert
Furthermore, the ability to
blend information processed and information processing without teacher
intervention as setting the independent apart from the dependent learner
Methodology
The background of this pro=
posal
draws on EFL students enrolled in Level Fourth at a public undergraduate
school. The equivalence of this level is A2 of the Common European Framewor=
k of
Reference for Languages. Students come to class 4 hours a week and taking t=
he
English program is mandatory for all students majors. Before graduating,
students should be proficient at a B1 level. The sample was thirty students=
; in
this group, 50% of students were male and 50% female. They had different
cultural backgrounds and different levels of knowledge; some of them had not
taken English classes continuously, the majority of them were not familiar =
with
the proposed method; therefore, they agreed on the importance of using
technology in the classroom and the necessity of becoming independent learn=
ers and
be active part in the learning process.
The course content was designed with a grammar-based syllabus
Previous conducting the st=
udy,
the researcher did observation, the most relevant findings were gathered in=
a
logbook, some of the notes were taken from students and other from teachers
opinions, the main objective of this previous-research stage was to identify
the problem. Once the problem (students poor development of cognitive
independent skills) was identified, a problem-tree was structured in order =
to
establish the cause and effect as well as the possible solution for this
problem.
The research design was
quasi-experimental because the study was empirical and aimed at analyzing t=
he
impact of the intervention on the target group, the experimental and control
group were not chosen randomly; besides the research was developed in natur=
al
educational scenarios. In order to prevent bias, the control group, which w=
as
not exposed to the intervention, belonged to a different teacher, not the
researcher; whereas, the experimental group was intervened by the researche=
r.
The experimental and control groups had 30 students from different cultural=
and
educational background; for that reason, an initial survey and a pre-test w=
ere
applied at the beginning of the intervention. It was clear that students had
not developed the necessary cognitive skills required for independent learn=
ing;
therefore, the researcher chose the flip classroom as the method to solve t=
his
problem.
This idea sounded very
innovative, challenging, and motivating that the researcher reordered eight
grammar video lessons for the English Fourth Students. The videos are based=
on
the grammar contents planned in the syllabus: Wishes in Present, Past and
Future; Zero Conditional, First Conditional, Second Conditional, Third
Conditional and Adjective clauses. The series is divided into two categorie=
s:
lecture and exercises; the purpose was for students to understand the gramm=
ar
rules first by watching the grammar video lessons created by the teacher and
then practice what they learnt in class with the teachers guide.
Since, it was important th=
at
students had the videos available all the time; first, the researcher opene=
d an
account on YouTube to upload the videos and the videos were also included in
the Virtual Classroom students had for the English class.
Regarding the evaluation a=
nd
monitoring, the teacher used the WSQ chart, which students had to fill in a=
nd
discuss it with the teacher and the class the next day. In this chart, stud=
ents
had to write information about what they Watch
and include the name of the video. Then, students needed to Summarize the new content they lea=
rned
and finally, they wrote Questions
they still had about the topic. Once the teacher read the questions, 10 min=
utes
from the class were taken for effective feedback. In this time, the teacher reinforced the
information or knowledge students already had and then started with the
practice.
As the flipped class model=
was
implemented the main focus was on practice, the researcher created workshee=
ts
to work with the students in class, the emphasis was on letting students be
active part of their learning and feel the necessity to learn by themselves=
.
The researcher used the
YouTube Teacher Channel and a Virtual Learning Environment to have the vide=
os
available for students to watch them at their own pace. In addition, for
recording the videos, the researcher had the support of students and teache=
rs
of the Graphic Design School. This School has implemented a recording studi=
o;
this was a great contribution to the video quality.
The videos were also recor=
ded
into a CD, so students did not have to wait until they had internet access =
to
watch the videos. 90% of the sample had internet access i.e. only one stude=
nt
in the experimental group had to work offline
Concerning the statistics,=
the
T-test also known as Students T-Test was applied because it compares two
averages and establishes the difference from each other; besides it verifies
the significance of the differences to make sure that they did not happen by
chance
Results
The first stage of the
research was to identify the problem by elaborating a problem tree, which
showed three relevant findings: low level of intrinsic motivation to learn
English, insufficient use of technology as part of the English classroom, a=
nd
the necessity to look for new methods or strategies to teach grammar. In th=
is
stage, the researchers also took advantage of the data gathered through
observation and the notes in the logbook.
The next step was to apply=
the
initial survey to have a clearer idea of the chosen groups (experimental and
control) needs. Several interesting
facts were found and they are detailed in the charts below.
Fuente: Escuela Superior Politécnica de
Chimborazo
Figure 2: Percentage of students wh= ose teachers have used grammar video lessons <= o:p>
Fuente: Escuela Superior Politécnica de
Chimborazo
Fuente: Escuela Superior Politécnica de
Chimborazo
Fuente: Escuela Superior
Politécnica de Chimborazo
Figure 5: Percentage of students who think that one of the
teachers goal should be to foster independent learners
Fuente: Escuela Superior Politécnica de
Chimborazo
In the initial survey, whi=
ch
students completed on line (google drive), the most relevant findings regar=
ding
the dependent and independent variables were the following: 57% of students mentioned that they had=
not
heard about flipped classroom, 69% of students stated that their teachers h=
ad
not used video lessons to teach grammar, 91% of students considered that
grammar video lessons could be helpful to learn grammar, 74% of students ag=
reed
that the English classes should be directed to production more than content,
and 71% of students were awarded of the importance to foster independency in
the learning process.
After applying the post-te=
st,
the pre-test and post-test results, both from experimental groups and contr=
ol
group were tabulated; these results are detailed in the following table.
Table 1: Pre-test and Post-test results
|
Pre-Test |
Post-Test |
||||||||
|
Nş students |
Control Group |
Experimental Group |
Nş students |
Control Group |
Experimental Group |
||||
|
30 |
Mean Value |
Percentage |
Mean Value |
Percentage |
30 |
Mean Value |
Percentage |
Mean Value |
Percentage |
|
1,48 |
14,80% |
1 |
10,00% |
2,68 |
26,80% |
7 |
70,00% |
Note: This table shows the average of grammar knowledge
improvement.
The average for the control
group in the pre-test was 1, 48; whereas, in the experimental group, it was=
1,
00; these results suggested that the level of the experimental group was lo=
wer
than the control one. In the post-=
test
the control group average was 2, 68 and the experimental group average was =
7,
00. These results showed that the experimental group students knowledge ab=
out
grammar improved significantly since there is a difference of 6 points when
comparing the pre-test and post-test results.
Finally, the results of the
satisfaction survey, which was applied at the end of the intervention, were
analyzed. This instrument results are detailed below.
Table 2: Level of satisfaction
|
|
=
1 |
=
2 |
=
3 |
=
4 |
=
5 |
=
DA |
=
Total |
|
=
Strongly
disagree |
Disagree |
=
Neither
agree nor disagree |
=
Agree |
=
Strongly
agree |
=
Does
not apply |
=
|
|
|
|
0 |
0 |
1 |
18 |
7 |
4 |
30 |
|
|
0 |
0 |
3 |
11 |
12 |
4 |
30 |
|
How would you rate the content of the videos? |
0 |
0 |
1 |
8 |
17 |
4 |
30 |
|
How would you rate the quality of the videos (au=
dio,
image)? |
0 |
0 |
1 |
6 |
19 |
4 |
30 |
|
The video lessons were enough to understand and
apply the grammar contents. |
0 |
1 |
2 |
18 |
5 |
4 |
30 |
|
How useful was the WSQ chart for understanding t=
he
grammar content in the video lessons? |
0 |
1 |
4 |
16 |
5 |
4 |
30 |
|
Based on your experience would you recommend the=
use
of the grammar video lessons in the English classroom? |
0 |
0 |
1 |
13 |
12 |
4 |
30 |
|
To what extend did the grammar video lessons
contribute to the development of the activities in the class in an autono=
mous
way? |
0 |
0 |
3 |
17 |
6 |
4 |
30 |
|
Overall, how satisfied were you with the grammar
video lessons? |
0 |
0 |
4 |
14 |
8 |
4 |
30 |
Note: This table shows the students answers regarding the use of grammar
video lessons.
The parameters considered =
for
the survey were Strongly disagree (1), Disagree (2), Neither agree or disag=
ree
(3), Agree (4), and Strongly Agree (5).
70% of students agreed that using video lessons to introduce grammar
content was an effective technique, 46% of students highly agreed on the
usefulness of video lessons to learn grammar, and 42% agreed as well. 96% of
students considered that the content of the videos was excellent and the sa=
me
percentage agreed that the image and audio were also high quality. 88% of
students stated that video lessons were enough to understand and apply the
grammar content, 81% considered that the WSQ chart was useful for understan=
ding
the grammar content in the video lessons. 96% of students recommended the u=
se
of grammar video lessons in the English classroom, 88% of students were awa=
rded
of the high contribution of the video lessons in the development of activit=
ies
in the class in an autonomous way. 85% of students concluded that overall t=
hey
felt satisfied with the grammar video lessons used as a tool to develop
independent learning cognitive skills.
Discussion
Even though, teachers are
always innovating and finding new methods and strategies to motivate studen=
ts
to learn English, they do not really feel the need to speak a foreign langu=
age,
90% of students just take English classes because they are a requirement to
graduate from the different careers. In general, students consider English =
one
of the most difficult subjects to study; for that reason, it is predominant=
to
give them reasons to learn and master this language. Students need to open
their minds and expectations to the doors English can open for them not onl=
y in
Ecuador, but also around the world. Some of the possibilities could be to s=
tudy
a Masters Degree, to be granted an international scholarship in the most
recognized Universities around the world, read and understand books, and of
course the experience of interacting with English speakers through social
networks.
Too much has been told abo=
ut
the technology in the 21st century; however, it could be complic=
ated
to introduce it in the classroom; nevertheless, as teachers we have to reme=
mber
that technology transform the classroom experience from a classic teacher
centered one into a student-centered experience with students taking a more
active role in their learning. Some of the constraints teachers can face wh=
en
inserting technology in the classroom were limited time, limited
experimentation, and inefficient training for teachers. Despite the attract=
ion
technological activities add, planning the activities in the Virtual Classr=
oom
require extra time, the teacher has to administrate the classroom and choose
the most effective activities to reach the main goal, which is motivating
students to learn English. While technology keeps evolving, English teachers
not always have the chance to stay updated about managing new technologies =
and
the technical support they can receive at the work place is not always give=
n in
time. Since the main qualification of an English teacher is not mastering t=
he
use of new technologies, there are not too many possibilities to get effect=
ive
training in the area of recording videos and manage Virtual Classrooms
efficiently.
The first related study
mentioned in the introduction of this paper used as independent variable au=
dio
podcast, which students had to record as homework
A lot has been said about =
the
flipped classroom model, which in fact and based on evidence, is successful,
nevertheless it is reasonable to discuss some findings on studies related to traditional class=
room
model
Furthermore, Ali Tarhini Sultan from Qaboos University stated that oth=
er
disadvantage of flipped classroom model might include little or no in-per=
son
contact with the faculty member. Conversely, during the project interventi=
on,
the teacher was able to answer questions about what they did not understand,
discuss in class the students doubts and points of view and feedback from
students WSQ chart. This helped the teacher have more control over the aim=
s,
the pace and the materials. Other benefit of traditional classroom over the
flipped classroom method is that provides students with fixed schedule and
specific periods dedicated exclusively to learning
Conclusions
ˇ
The data gathered in the initial
survey results made it clear that there was a need to change the way the
English classes were being developed to emphasize autonomous learning with =
activities
outside the classroom, which not necessarily had to be homework.
ˇ
After developing the study, the
researcher drew the following conclusions which are aligned with the object=
ives
of this research. Since the students grades improvement was high, it can be
stated that the use of grammar video lessons and the flipped classroom model
were effective in promoting autonomy in the learners. Innovating, changing,=
and
blending the English classroom brought positive results in the students
performance not only because the researcher created the resources (Virtual
Classroom and grammar video lessons on YouTube), but also because the time =
was
planned more effectively and the theoretical in-time class was, in fact,
reduced. Recording the videos, managing a Virtual Classroom and self-traini=
ng
were challenging tasks for the researcher, but the results were worth it.
ˇ
Students loved the idea of no
homework and having time during the class to receive effective feedback from
the teacher and work on more practical exercises with all the worksheets th=
ey
were provided. They concluded saying that watching a video is more fun than
sitting and listening since the more practice they get, the more confident =
they
feel about the content. They said it is quite different to traditional
classroom where they listen to the teacher and then, almost never, get the
chance to practice what they learn in a real environment.
ˇ
It is also necessary to mention an interesting fact. Once students sta=
rted
using the grammar video lessons to learn grammar, they started to look for
other videos or tutorials online to increase their possibilities and knowle=
dge
and even criticize or suggest variations to the videos created by the
researcher.
ˇ
Finally, the virtual class created
for this purpose provided the guide they needed to use the grammar video
lessons and the WSQ chart. Students felt motivated because they could read,
re-read, watch and re-watch all the materials and they could do it at their=
own
pace and wherever they were.
ˇ =
In sum, the research hypothesis was accepted, the use of grammar video
lessons fosters independent learners in ELF students.
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PARA
CITAR EL ARTÍCULO INDEXADO.
Lara Freire, M., Escudero Orozco, G., Fuertes López, B., & Rojas Yumisaca, W. (2019). Grammar vid= eo lessons to foster independent learners in the English as a foreign language classroom. Ciencia Digital, 3(3.1), 203-220. https://doi.org= /10.33262/cienciadigital.v3i3.1.689
El artículo que se publica es de
exclusiva responsabilidad de los autores y no necesariamente reflejan el
pensamiento de la Revista Ciencia
Digital.
El artículo qu=
eda
en propiedad de la revista y, por tanto, su publicación parcial y/o total en
otro medio tiene que ser autorizado por el director de la Revista Ciencia Digital.
[1] Escue=
la
Superior Politécnica de Chimborazo, Facultad de Salud Pública. Riobamba,
Ecuador. mlaraf@espoch.edu.ec
[2] Escuela Superior Politécnica de Chimborazo, Facul=
tad
de Ciencias Pecuarias. Riobamba, Ecuador. gloria.escudero@espoch.edu.ec
[3] Universidad Nacional de Chimbo=
razo, Facultad
de Ciencias de la Salud. Riobamba, Ecuador. bfuertes@unach.edu.ec
[4] Escuela Superior Politécnica de Chimborazo, Facul=
tad
de Gestión del Transporte. Riobamba, Ecuador. wilson.rojas@espoch.edu.ec
www.cienciadigital.org
=
Vol. 3, N°3.1, p. 203-220, j=
ulio -
septiembre, 201