Investigating The Impact of Instructional Videos on Fostering EFL Learners' Semantic Perception: Case of Fellak Allaoua Middle School Berhoum, M'sila
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Date
2025-06-29
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UNIVERSITY OF MOHAMED BOUDIAF- M’SILA
Abstract
Abstract
this dissertation investigates the impact of instructional videos on fostering efl learners' semantic perception at fellak allaoua middle school, berhoum, m'sila, aiming to explore how integrating audiovisual materials, particularly instructional videos, can enhance learners’ understanding, retention, and contextual grasp of word meanings in foreign language acquisition. to achieve this, a mixed-methods research design was employed, combining quantitative and qualitative approaches to provide a comprehensive view of the phenomenon. quantitatively, a questionnaire was administered to 100 efl learners to gather insights into their perceptions, attitudes, and experiences with instructional videos in the classroom, while qualitatively, classroom observations and four 04 teachers' interviews offered deeper insights into the practical application and effectiveness of these materials from both learners' and educators' perspectives. the findings reveal that instructional videos significantly improve learners' ability to perceive and comprehend new vocabulary meanings, not only reinforcing memorization but also situating words within meaningful and authentic contexts. by providing visual cues, real-life scenarios, and engaging content, videos stimulate cognitive and effective engagement, leading to enhanced semantic processing and more effective vocabulary acquisition. moreover, the study highlights the importance of integrating multimedia tools into efl instruction to accommodate diverse learning styles, boost motivation, and support differentiated learning needs. consequently, this research contributes to the growing body of literature on educational technology's role in language learning and offers valuable pedagogical implications, emphasizing the need for teachers to embrace modern tools like instructional videos to create dynamic, learner-centered environments that foster deeper linguistic competence. the dissertation concludes with recommendations for future research, including longitudinal studies to assess long-term effects of audiovisual materials on language development and exploring improved teacher training for effective integration of such resources into teaching practices.
Keywords: Instructional Videos, EFL Learners, Semantic Perception, Vocabulary Acquisition
Description
Abstract
this dissertation investigates the impact of instructional videos on fostering efl learners' semantic perception at fellak allaoua middle school, berhoum, m'sila, aiming to explore how integrating audiovisual materials, particularly instructional videos, can enhance learners’ understanding, retention, and contextual grasp of word meanings in foreign language acquisition. to achieve this, a mixed-methods research design was employed, combining quantitative and qualitative approaches to provide a comprehensive view of the phenomenon. quantitatively, a questionnaire was administered to 100 efl learners to gather insights into their perceptions, attitudes, and experiences with instructional videos in the classroom, while qualitatively, classroom observations and four 04 teachers' interviews offered deeper insights into the practical application and effectiveness of these materials from both learners' and educators' perspectives. the findings reveal that instructional videos significantly improve learners' ability to perceive and comprehend new vocabulary meanings, not only reinforcing memorization but also situating words within meaningful and authentic contexts. by providing visual cues, real-life scenarios, and engaging content, videos stimulate cognitive and effective engagement, leading to enhanced semantic processing and more effective vocabulary acquisition. moreover, the study highlights the importance of integrating multimedia tools into efl instruction to accommodate diverse learning styles, boost motivation, and support differentiated learning needs. consequently, this research contributes to the growing body of literature on educational technology's role in language learning and offers valuable pedagogical implications, emphasizing the need for teachers to embrace modern tools like instructional videos to create dynamic, learner-centered environments that foster deeper linguistic competence. the dissertation concludes with recommendations for future research, including longitudinal studies to assess long-term effects of audiovisual materials on language development and exploring improved teacher training for effective integration of such resources into teaching practices.
Keywords: Instructional Videos, EFL Learners, Semantic Perception, Vocabulary Acquisition