This study aimed to examine the effects of using authentic video materials in English grammar classes for secondary school students in Korea by comparing the participants’ grammar test scores between experimental and control groups through two sessi...
This study aimed to examine the effects of using authentic video materials in English grammar classes for secondary school students in Korea by comparing the participants’ grammar test scores between experimental and control groups through two sessions of grammar classes. The research was designed to determine: (1) if there is significant difference between using reading materials and video materials, (2) if the difference brings significantly different results for each lesson based on the difficulty level of language items, and (3) if the experiments made any attitudinal difference in students’ perception of grammar lessons. The pre-tests and post-tests were conducted for each session; the results were drawn from the test scores and analyzed by an ANOVA with repeated measures. The results showed that using authentic video materials in grammar classes was significantly effective and meaningful in both two sessions although the effect between the experimental group and control group was different based on the lesson. It was found that if a language point was complex due to L1 intervention, it was more effective to use authentic video materials so that the language could be noticed in contexts or considered in certain situations. If there was no intervention from L1, there was no significant difference between using reading and video materials. However, there was no significant change in the perception or attitudes toward English grammar or using video clips in grammar classes.