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Title TEACHING OF ENGLISH GRAMMAR THROUGH TED-ED VIDEOS: AN EXPERIMENTAL STUDY OF UNDERGRADUATE PAKISTANI LEARNERS

Author(s) Saera Gul

Abstract Title: Teaching Of English Grammar Through TED-Ed Videos: An Experimental Study of Undergraduate Pakistani Learners Animation has become a pivotal tool in online education, particularly in language acquisition, leveraging platforms like TED for its wide accessibility and user-friendly interface. This study explores the impact of animated TED-Ed videos on English grammar learning among undergraduate students in Mardan, Pakistan. Guided by Mayer’s Cognitive Theory of Multimedia Learning (CTML) and Cognitive Load Theory (CLT), the research aimed to assess learning outcomes and student satisfaction. The study employed a mixed-methods approach, initially conducting a pilot study with 10 students followed by a main study involving 206 undergraduates from the English Department of Government Girls Post Graduate College. Data collection included preand post-tests alongside a Learning Satisfaction Survey (LSS). A multimodal analysis of selected animated TED-Ed videos evaluated their alignment with the CTML principles: spatial contiguity, temporal contiguity, signaling, redundancy, and coherence. Findings indicated a significant positive impact of animated TED-Ed videos on English grammar learning outcomes, rejecting the null hypothesis in favor of their effectiveness. The multimodal analysis confirmed that videos adhered to CTML principles, effectively managing cognitive load and enhancing learning outcomes. Moreover, the LSS revealed high levels of student satisfaction, affirming the educational value of animated TED-Ed videos in the classroom. In conclusion, the integration of animated TED-Ed videos in English grammar instruction positively influences undergraduate learning experiences by optimizing cognitive load management and enhancing academic satisfaction. This research contributes to the potential of multimedia resources in enhancing educational outcomes in diverse linguistic and cultural contexts. The study's findings have global implications and can potentially enrich the pedagogical approaches of English Language Teaching (ELT) in Pakistan, thereby promoting more effective and engaging environments for language learning.

Type Thesis/Dissertation

Faculty Languages

Department English

Language English

Publication Date 2024-12-23

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