An investigation of students' and teachers' attitudes toward the video class at Osmangazi University Foreign Languages Department

Abstract

This study investigated the attitudes of students and teachers at Osmangazi University Foreign Languages Department (OGU-FLD) Preparatory School toward the video classes being held separately in the program. Moreover, the study aimed at exploring the perceptions of the students and teachers about the helpfulness and effectiveness of the video classes in general and the video materials in particular, about the problems that the students and teachers thought existed in these classes. Students’ and teachers’ suggestions as to how these classes could be made more effective were also elicited in this study. One hundred students and three video class teachers at OGU-FLD Preparatory School participated in this study. The data was collected through a student questionnaire and through teacher interviews. The student questionnaire was distributed to 50 Upper-intermediate students and 50 Pre-intermediate students. The questions in the questionnaire were categorized under four sections including multiple-choice, Likert-scale, or openended questions. Three video class teachers at OGU-FLD Preparatory School were in charge of the video classes. These three teachers were interviewed. The questions aimed to discover the teachers’ attitudes toward teaching with video, their opinions about the impact and efficacy of the current video classes, and their opinions and suggestions on how the video classes in the program could be held in the most effective way for the learners. The data was analysed by using quantitative and qualitative analysis techniques. The results of the study indicated that the general attitude of the students toward learning English through video was positive. Students found this kind of learning as an enjoyable learning experience and they generally agreed that the video class provides a good opportunity for improving their language skills. The results of the study also indicated the proficiency level of the students did not play any role in their attitudes toward the role of video in learning a second language. Students from both upper-intermediate and pre-intermediate levels generally agreed that the video class and the video materials used in this class were helpful and effective especially for the improvement of their listening skill, speaking skill, pronunciation, and vocabulary knowledge. However, they also revealed some problematic aspects of the video classes and gave their suggestions that they thought could contribute to solve these problems. The results of the interviews with the three video class teachers revealed that these teachers have positive attitudes toward teaching in video classes. Students and teachers had similar opinions about the helpfulness and effectiveness of the video classes and the video materials, and about the problems and their solutions. The findings of the study provide valuable insights into how to make video classes more effective which should be taken into consideration. In particular, the positive attitudes of the teachers and students toward video classes suggest that video classes should be integrated into foreign language programs as an important tool for language teaching and learning.