Effects of Multimedia Inputs on Improving the Grammatical Accuracy of Students' Speaking Skills
An Experimental Study
Bibliographic Data
| ID | 21808091 |
|---|---|
| Authors | Sohaib Alam (0000-0002-9972-9357, Prince Sattam Bin Abdulaziz University, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 5 |
| Pages | 1579-1590 |
| Publication date | 2025-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory and Practice in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1799-2591 • E-ISSN: 2053-0692 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/tpls.1505.23 |
| OpenAlex | W4410006811 |
| Language | EN |
| References cited | 15 |
The study examines the influence of multimedia inputs on the speaking skills of English as a Foreign Language (EFL) students, mainly targeting the minimization of prevalent errors made by Arabic-speaking individuals within the cohort of first-year university learners. A total of 104 undergraduate students participated in the study and were divided equally into two groups: an experimental group (N=52) and a control group (N=52). The experimental group was exposed to multimedia input techniques, and the control group was instructed via traditional methods. Additionally, data was gathered twice through pre-and post-tests. The data was analyzed through the RM-ANOVA test using SPSS. The analysis revealed that Arabic-speaking EFL learners committed common errors related to inflectional morphemes in both groups. The results indicated a considerable enhancement in using inflectional morphemes while speaking proficiency of the experimental group following the treatment was compared to the control group. These findings highlight the effectiveness of multimedia inputs in aiding EFL learners, particularly beginners who struggle with English proficiency
Mathematics education · Multimedia · Computer Science · EFL/ESL Teaching and Learning · English Language Learning and Teaching · Psychology · Second Language Acquisition and Learning
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| Highly cited | No |
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