Abstract:
This investigation seeks to inquire into the effectiveness of using authentic
videos for grammar teaching purposes. In this investigation an English
animated situation –Hercules- was used as a type of authentic multimedia to
teach a particular grammatical structure, namely conditional sentences. This
study also aims at investigating the EFL learners’ attitudes toward grammar
learning after being exposed to such an authentic video. To reach that purpose,
56 EFL learners were required, ultimately, to respond to a questionnaire with
an aim to reveal their attitudes towards grammar as a language entity and as a
subject for being learnt. Then, as a second stage of the investigation, the EFL
learners were divided into control group and experimental group with 28
learners in each. The first group was taught grammar-conditional sentenceusing deductive-inductive approach, while the second group was exposed to an
authentic video to learn conditional sentences. There was a post-lesson stage
that includes a questionnaire to be answered by learners of each group. The aim
behind this stage is to capture any change in learners attitude showed in prelesson questionnaire. The findings of the first stage revealed learners negative
attitude towards grammar learning. And the third stage results showed the
effectiveness of authentic videos in entirely turning learners attitude toward
grammar learning to be significantly positive. Also, the utility of authentic
videos in highly motivating EFL learners can be deduced. The findings of this
survey asserted the need for incorporation and integration of authentic videos
in EFL classrooms as they resulted in rising effectively learners’ awareness
about grammar and looking at it from a communicative perspective.
