The Use of Authentic Videos to Change Learners’ Negative Attitudes and Perceptions toward Grammar Learning The Case Study of Third Year Pupils at Ahmed Benbella Secondary School

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.