English phrasal verbs, despite their frequency and indispensability, are notoriously known to be daunting for both EFL learners and teachers. Numerous researchers have tried to resolve this conundrum; however, a definite solution to the dilemma of input type in teaching them is yet to emerge. To address the issue, this mixed-methods study investigated the instructional potential of video input in two forms of monologues and sitcoms in teaching phrasal verbs. A test of phrasal verbs with two parallel versions was custom-made, validated, and employed as the pre-test and post-test. In the quantitative phase, 82 teenage English learners in one control group and two experimental groups were accordingly exposed to textual and video input for eight weeks after taking a proficiency test and the pre-test. Upon the post-test, the results of ANCOVA revealed that the monologue group enjoyed a significantly higher gain during the treatment period, regardless of the proficiency level. For the qualitative phase, an attitude study was conducted via focus group interviews and teacher’s diary. The thematic analysis of the qualitative data indicated a more welcoming attitude towards sitcoms due to a reportedly higher motivational effect. In general, the results confirm the practicality, applicability, and efficiency of video materials in teaching phrasal verbs. It is also concluded that although the entertaining aspects of tasks can lubricate their integration into classroom activities, other contributing factors including instructional value and active attention to the form must not be underestimated in the instruction of phrasal verbs.
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
- پرداخت حق اشتراک و دانلود مقالات اجازه بازنشر آن در سایر رسانههای چاپی و دیجیتال را به کاربر نمیدهد.