The paper titled "The Effect of Using Videos in Teaching and Learning English Present Progressive Tense" focuses on exploring the impact of using videos, particularly from a semiotic perspective, on the learning of the present progressive tense among Arab English as a Foreign Language (EFL) learners.
The study aims to investigate the effectiveness of videos as a semiotic tool in enhancing the learning of the present progressive tense compared to traditional teaching methods. It also seeks to understand the students' perceptions of using such videos in their learning process. The research was conducted with 30 male students from Saudi Arabia, enrolled in an advanced English class at the University of Bisha. The students were divided into two groups: one group received instruction with the aid of videos (semiotics group), while the other group was taught using traditional methods without videos.
The study utilized a pre-test and post-test design to measure the effectiveness of the video-based instruction. The participants took a pre-test to assess their prior knowledge of the present progressive tense, followed by instruction over several sessions. Afterward, a post-test identical to the pre-test was administered to evaluate any improvements. Additionally, a questionnaire was distributed to the semiotics group to gather their perceptions of the video-based learning method.
The key findings revealed that the group taught with videos significantly outperformed the group taught by traditional methods. The use of videos as a semiotic tool proved effective in enhancing the students' understanding and retention of the present progressive tense. The students who used videos showed greater improvement in their test scores and reported positive perceptions of this learning method. They found videos to be an engaging and useful resource that helped them better grasp and apply the grammatical rules.
In conclusion, the study emphasizes the potential of semiotic aids, such as videos, in improving language learning outcomes, particularly in grammar acquisition. The findings suggest that integrating videos into language instruction can make learning more effective and enjoyable for students. The study also highlights the need for further research with larger sample sizes and different modes of semiotics to generalize the findings and explore their applicability to other grammatical structures and learner demographics.