0
Omani Cycle One English Teachers' Perceptions About
Using Video for Improving Reading Skill
Amal Mohammed Said ALHosni (s33420)
Sultan Qaboos University
Partial Fulfillment of the MA degree in Education
(ELT Curriculum and Methodology)
Spring 2016
1
Abstract
The present study aims at exploring Omani cycle one teachers perceptions in using video
for improving reading skill. In addition , it explores the relationship between teachers
perceptions and experience years, the location of the schools and grade taught. The study
sample consists of 55 teachers from four governorates, Batinah North, Batinah South,
Muscat and Mosandam. The data collected using a self-report questionnaire. The results
obtained from the instrument indicates that teachers had a positive perceptions of using
video in their classrooms. Moreover, it is reported that there are not any correlation
between teachers perceptions and the three variables mentioned above. Furthermore, this
study sheds light on the importance of activating prior knowledge to increase reading
comprehension by using video as prereading activity.
Findings of the study leads to number of recommendations for teachers and further
studies.
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Table of Contents
Page
Chapter One Background and Problem
1.0.Introduction
1.1 the context of the problem
1.1.1 Omani context
1.2.Statement of the problem
1.3.The purpose of the study
1.4.The research questions
1.5. Significance of the study
1.6. Research limitations
1.7.Definition of the terms
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4
5
6
7
7
7
8
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Chapter Two - Literature review
2.1.Theoretical background
2.2.Related studies
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13
Chapter Three Methodology
3.1 Design
3.2 Population and sample
3.3. Instruments
3.4. Procedure and Data Collection
3.5. Data Analysis
Chapter four
Results and Discussion
4.1. Omani English teachers perceptions of using videos
4.2 Omani English teacher perception and years of experience
4.3 Omani English teacher perception and the location of the school
4.4 Omani English teacher uses of videos in their reading classes
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16 17
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23
3
page
4.5 Omani English teacher challenges of using of videos in their reading classes
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Chapter five Conclusion and Recommendations
5.1. Conclusion
5.2. Recommendations
25
25
References
28
4
Chapter One
Background and Problem
0.1.Introduction:
This chapter presents the context of the problem related to this study. It outlines the
problem, research questions, the purpose, and the significance of the study. Additionally ,
limitations and definitions of key terms of the study are provided.
1.1 The Context of the Problem:
Reading is an active skill that involves the reader, the text and the interaction between
the two. It is a dynamic and interactive process, during which learners make use of a
variety of skills and strategies, in combination with background, and real world knowledge
to arrive at an understanding of the written materials (Aebersold & Field,1997 ( .
Reading comprehension is an important procedure where the reader is simultaneously
extracting and constructing meaning through interaction and involvement with written
language (Snow, 2002). In fact, there are several variables that play major roles in foreign
language reading comprehension. The use of reading skills like skimming and scanning,
vocabulary knowledge and the activation of background knowledge are among the most
important factors (Tompkins, 2014). Moreover, researches in native (English) and
nonnative (ESL) reading comprehension has shown that the ability to understand texts is
based not only on the comprehender's linguistic knowledge, but also on general knowledge
of the world and the extent to which that knowledge is activated during processing
(Carrell,1983(.
According to the definitions of reading skill and reading comprehension, activating prior
knowledge has vital role in increasing learners' ability to deal successfully with the texts.
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There are different ways to activate this prior knowledge. AL-Jahwari (2011) pointed out
ten main strategies that can be used as pre-reading activities. They are brainstorming,
classroom discussion, semantic mapping, graphic organizers, anticipation guide, audio
visual aids, questioning, prediction, linking topic to students culture, and KWL which
stands for What we Know, What we Want to know and What we Learned. Accordingly,
using audio visual aids is one strategy to activate prior knowledge. It means using a brief
video clip on a pertinent topic, theme, or incident to activate student interest for the
upcoming lesson (Lewis, 2010). In fact, the use of video as an audio-visual materials in
foreign language teaching classroom has several advantages. For example, it provides
authentic language input and can concentrate on the language in detail. It allows the
teachers and the learners to interpret what has been said, repeat it and predict the reply
(Ismail, 2006(.
1.1.1.Omani Context
Students are introduced to learn English since grade one in the Basic Education system in
Oman. However, the outcomes still under expectation (Al-Issa and Al-Bulushi, 2012). In
her study Al-Mahrooqi ( 2012) clarified that the school graduates have "inadequate
English language proficiency" and therefore when they enter higher institutions, they need
foundation program to upgrade their level to reach their college requirements. Among the
factors which contribute to this low proficiency, as it is collected from the study data, are
ineffective teachers, inadequate curricula, uninterested students and limited exposure to
English outside the classroom. Using videos as instructional tool may motivate those
"uninterested" students and improve their reading levels as for students, the ability to read
is an essential skill for both academic and social advancement (Fletcher, Nicholas, & Davis,
2011). Moreover, AL-Ajmi (2003) confirmed that Omani students have reading difficulties.
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These difficulties were grouped into six components like automatic recognition skills,
vocabulary and structural knowledge and world background knowledge. According to a
number of researchers like Grabe (1991) and Lyon (2002) cited in AL-Ajmi (2003) ,
reading difficulties occur when EFL readers do not know much about the language of the
reading; they are unable to process information efficiently and they don’t share the same
assumptions about the world with authors of the reading. As it is mentioned, reading
comprehension is affected by prior knowledge. So, giving this area the proper attention it
deserves may help improving students' reading level through the use of technology in the
form of videos clips .
0.1 . Statement of the Problem
Reading is an interaction between readers, writers and the text. It is a thinking process
that cannot be separated either from the reader's prior knowledge or from the purpose of
their reading. The feelings of the person engaged in the reading process and the text that is
being read are also attached parts of the process (Smith, 2004 cited in AL-Rashdi, 2016).
Therefore, using videos as effective tool to activate the prior knowledge and to add to the
learners' schema will aid this reading process .
Although many research findings emphasize the importance of activating prior
knowledge in reading skills for the development of foreign language proficiency like
Barnett1989m,Carell and Eisterhol,983,&Johnson 1981 cited in AL-Jahwari (2011), few
studies have been performed in Oman to examine this aspect of the knowledge which could
help in reading comprehension. Thereby, this study is going to add to the area of
examining, one instructional strategy which is video and if there is any correlation between
teachers' years of experience, the location of the school and grade taught and their
perceptions of using such tool in their reading classes.
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0.2 .The Purpose of the Study
This study attempts to survey the Omani cycle one English language teachers'
perceptions about using video for improving reading skill. It sheds light also on the actual
uses of videos in the Omani EFL classroom and the challenges of applying it.
0.3. .Research Questions
This study seeks to answer the following research questions:
1- What are the Omani cycle one teachers' perceptions of using video in improving
reading skill?
2- Is there any relationship between teachers' year of experience, the location of the
school and grade taught and their perceptions of using video in their teaching of
reading skill?
0.4. Significance of the Study
To the best of the researcher's knowledge, this study is significant due to being the first
Omani study that ascertains the teachers' perceptions of using video in improving reading
skill. Moreover, it will aid teachers to overcome students' reading difficulties by activating
their prior knowledge. As a final point , it will draw EFL teachers’ attention to the
importance of using videos in the classroom as one of effective pre reading activity which
activate students' schema about the different reading topics.
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0.5 .Research Limitations
The limitations of this study include the following:
1- The limited sample of the responded teachers who are teaching in cycle one in
North Al-Batinh, Batinah South, Muscat and Mosandam Governorates in the
academic year 2015/2016 only .
2- Moreover, the instrument is limited to questionnaire only.
1.7. Definition of the Terms
Reading comprehension: Comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language (Pardo,
2004). In this study, reading comprehension refers to the ability to make connections
between texts topics and the prior knowledge. According to schema theory, reading
comprehension is an interactive process between the text and the reader's prior background
knowledge (Adams and Collins 1979, Rumelhart 1980 cited in Carrell and Eisterhold
1983).
Schema theory: It is a theory about knowledge, how it is represented and how that
representation facilitates its use in particular ways. According to schema theorists, all
knowledge is packaged into units called schemata, and embedded into units of knowledge
is information on how this knowledge is to be used (Rumelhart, 1980 cited in Clapham
1996(.
Prior knowledge: Jonassen and Gabrowski’s (1993) definition of prior knowledge as ―the
knowledge, skills, or ability that students bring to the learnin process‖ (cited in Clark,&
Kamhia (2014). In other words, it refers to what readers have acquired through their lives.
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The term prior knowledge is used synonymously with world knowledge and background
knowledge.
Prior knowledge activation: It is an instructional strategy to help students to recognize
the knowledge that they already have about the topic of the text to build bridges between
existing knowledge and the new textual information in order to comprehend content
(ALJahwari, 2011).
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Chapter Two
Literature Review
1.0 Theoretical Background
There are numbers of theories that deal with the individual learning. In the following
paragraphs, constructivism learning theory, multiple intelligences theory, Mayer’s
Cognitive Theory of Multimedia Learning and other related theories are discussed in
relation to the topic of this study. In addition to that, reading process concepts and
Schemata theory are highlighted.
The constructivism learning theory shifts the attention from teaching to learning, that
learners actively construct their own knowledge. Learners individually and socially
construct knowledge for themselves as they learn. One of the constructivism principles is
that one needs knowledge to learn: it is not possible to integrate new knowledge without
having some developed previous knowledge to build on . The more we know, the more we
can learn. Therefore, teachers must provide a path into the subject based on that learner's
previous knowledge (Hein, 1991). This indicate the importance of activating prior
knowledge of the students.
In reverence to the use of video, according to Gardner’s multiple intelligences theory, an
individual possesses, in varying strengths and preferences, at least eight discrete
intelligences which are: linguistic, logical mathematical, spatial, musical, bodily-
kinesthetic, interpersonal, intrapersonal and naturalistic (Gardner, 2006). The relative
strengths and weaknesses among and between these intelligences command the ways in
which individuals take in information, perceive the world, and learn (Marshall, 2002 cited
in Cruse 2011).Thus, using videos bring multiple ways to approach a content like visual,
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logical in addition to linguistic which address a broader range of learner. In this way, the
focus will not mainly on linguistic part as textbook provide.
Besides, Mayer’s Cognitive Theory of Multimedia Learning argues that people learn more
deeply from words and pictures than from words alone (Mayer, 2009). In alignment to this
theory, video is a form of multimedia that conveys information through two simultaneous
sensory channels: audio and visual. Furthermore, Cruse (2011) stated that one of the
greatest strengths of television and video is the ability to communicate with viewers on an
emotional, as well as a cognitive level. Because of this ability to reach viewers’ emotions,
video can have a strong positive effect on both motivation and affective learning.
Additionally, Marshall (2002) as cited in Cruse (2011) detailed three theories that explain
how learning may occur via well-selected video. Arousal Theory deals with how
communication messages evoke varying degrees of generalized emotional arousal and how
connected behavior can be affected while a person is in this state. Short-Term Gratification
Theory deals with affective and motivational components such as enthusiasm, persistence
and concentration. Finally, Interest Stimulation Theory suggests that entertainment
promotes learning and creativity by sparking a student's interest in and imagination about a
topic. Hence, these three theories support the use of video to initiate interest in a topic and
activate the existing knowledge of students in the reading classes. Moreover, The input
hypothesis, developed by Krashen (1985) cited in Albay and Mustafa (2016), argued that
language is acquired by receiving comprehensible input; films in this respect are necessary
tools in language learning since they provide language learners meaningful comprehensible
input .
Based on the given definitions in chapter one, reading is the process of understanding a
written text by the learner. It is an important input skill which depends on the vocabulary
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and background knowledge of the learner in the second language (Constantinescu, 2007).
During the reading process, the English language learner can improve his vocabulary and
terms, acquire new information and ideas, and enhance his real-world knowledge. There are
three famous concepts that explain the reading process: bottom-up (which emphasizes
textual decoding), top-down ( which focuses mainly on the reader's interpretation of the text
and the reader's prior knowledge), and interactive processing (Grabe, 1991 cited in
ALRashadi,2016). From the interactive model's perspective, the reading process does not
only involve the printed page but also the reader's knowledge of the language in general, of
the world, and of text types. Thus while reading, the reader activates different types of
schemata in order to comprehend the meaning; the content schemata, and the formal one
(Al Salmi, 2011). Formal schema refers to the organizational forms and rhetorical
structures of text. The content schema refers to the background knowledge of the content
area of the text. In other words, it refers to a reader's prior knowledge on a given topic.
(Carrell and Eisterhold 1983 cited in ALJahwari 2011(. Based on a content schemata
perspective, there are possible reasons for the students' failure in comprehending a passage.
The first reason is that students may not have the appropriate schemata the author
anticipated. Second, students interpretation of the text may mismatch the one intended by
the author. Third, students may have the appropriate schemata, but the author does not
provide sufficient clues in the text for them to activate the content schemata they may
already possess ( AL-Issa,2006). Therefore schemata theory helps in providing relevant
learning experience to help readers connect content knowledge to what they know,
discussing unfamiliar concepts to help students to modify their existing schemata, and
being cautious in selecting texts that culturally appropriate (AL-Jahwari, 2011).
Consequently , teachers must assess student background knowledge for gaps or
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misconceptions and then provide instructions to build on that base (Fisher, Frey, & Lapp,
2012).
Thereby, to activate students'' schemata, teachers could use videos as prereading
instructional strategy as its advantages highlighted in the discussed theories above. Finally,
integrating videos into lessons creates attractive visuals and a special interactive
environment in the EFL/ESL classroom ( Yassaei, 2012).
1.1.Related studies
There are several studies deals with the effectiveness of activating prior knowledge in
general (ALJahwari,2011; Alvermann, Smith, & Readence ,1985& Carr and Thompson
1996) and using specific pr-reading activities in the purpose to do so (Hashemi, Mobini, &
Karimkhanlooie, 2016). Other studies focused on the effectiveness of using audio visual
aids in improving the language skills; writing, reading ,listening and speaking in general
(Kaur, Yong, Zin, & DeWitt, 2014 & Ali, 2014). In fact, there are number of Omani studies
that focused on using technology in general to improve specific language skills
(ALBalushi,2014; ALGafri, 2010& A'Thehli, 2015).
Regarding prior knowledge, ALJahwari (2011) investigated aspects of prior knowledge in
EFL reading comprehension in Oman. His study showed that teachers has strong
recognition of the role of prior knowledge and the most dominant instructional strategies
they use for activating students' prior knowledge were brainstorming, questioning and
audiovisual aids. He attributed the difficulties of activating it to students' limited linguistic
competence and the lack of adequate teacher support.
In their experimental study, Alvermann, Smith, & Readence (1985) examined the effect of
prior knowledge activation on average readers' comprehension of compatible and
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incompatible text with fifty-two sixth-grade students. The findings supported the notion
that prior knowledge may interfere with, rather than facilitate, reading comprehension
under certain conditions .
Likewise, Carr and Thompson (1996) conducted a study in which they compared the
reading comprehension abilities of students with learning disabilities and those of both their
age peers and their reading-level peers. Reading passages included familiar and unfamiliar
topics. However, in this study all groups benefited from experimenter activation of prior
knowledge.
These two studies provided two dimensions of activating prior knowledge which are having
no or negative effect and positive effect. It is worth mentioning that the context and the
tool could play roles in such effect.
It is generally agreed that the pre-reading phase is the stage where students' can help this
interaction and activation takes place (Hashemi, Mobini, & Karimkhanlooie, 2016). In their
study, they focused on the pre-reading phase and the impact of three pre-reading
techniques: the brainstorming, the KWL (what I know, want to know, learned), and the pre-
questioning techniques) on reading comprehension. 125 high school students were assigned
to four groups: one control group and three experimental groups for each of the three pre-
reading techniques. The results of data analysis indicated that all the experimental groups
did significantly better in their comprehension than the control group which received no
technique.
Crystal (2001) cited in Ismail, Almekhlafi & Almekhlafy (2010) indicated that technology
offers all students opportunities to learn in ways not previously possible. Video, as one
technology tool , can be used in the computer lab as part of highly interactive software that
allow students to learn in new environment (Canning-Wilson, 2000(. Regarding the use of
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videos in English language classes, Kaur, Yong, Zin, & DeWitt (2014) conducted an
exploratory implementation study with 15 first-year student volunteers in an English
Language proficiency course. Students' work and responses were gathered after conducting
an ESL lesson using video. It is observed that students enjoy lessons using videos and
produced better quality written tasks when videos were employed for English instruction .
Similarly, Ali (2014) carried on an experimental study to compare intermediate-level,
English as a Second Language (ESL) students’ overall comprehension when using video
vs. written text as a learning tool. Six Saudi students participated in this experiment where
they were divided into two equal-numbered groups. The result indicated that the use of a
video was more effective for language comprehension than the use of a written text. The
experimental group members, who viewed the movie segment, demonstrated higher levels
of attentiveness than the other reading group members.
As the presentation of the studies showed there is not a study concerns the use of video in
pre-reading activities to activate prior knowledge. Moreover, although there is kind of
emphasis on the effectiveness of activating prior knowledge in reading comprehension,
there was only one Omani study in this regard; ALJahwari (2011). Besides, most of the
conducted studies revealed the positive impact of using video in improving language skills.
However, there are limited number of Omani studies that deal with this regard.
Accordingly, more studies are necessary to investigate these two elements together;
activating prior knowledge and the use of video. In that way, this study attempts to bridge
this gap and provide insights for further research .
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Chapter three
Methodology
3.1. Design:
This research is a descriptive small scale type of research designed to find out the
Omani cycle one English language teachers' perceptions about using video to improve
reading skill. It also highlights the actual uses of videos in the Omani EFL classroom and
the challenges of applying it.
3.2 Population and sample:
The population of the study included all Omani female English teachers, teaching in cycle
one basic education schools. The sample consists of the responded teachers from four
educational governorates; North Al-Batinh(13), Batinah South(2), Muscat (1)and
Mosandam(1). They were 55 teachers from 17 schools. Ten schools considered to be cities
schools which consists of 58.8% of the sample and seven schools are from remote areas
with 41.1% . As table 1 shows that most of the participated teachers are teaching grade
three (34.5%) and their average teaching years is eight years. Their teaching years range
from one to twenty two years.
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Table 1
Distribution of the participants by year of experience, the location of school and grade
teaching (N = 55)
characteristics n %
Year 1-5 years 20 36.4
6-10 years 19 34.5
More than 10 16 29.1
School cities 10 58.8
remote 7 41.1
Grade teaching Grade one 9 16.1
Grade two 11 1..1
Grade three 19 51.3
Grade four 11 30.9
3.3. Instruments
The instrument used in this study was self-reporting questionnaire containing three
parts. The first part contained personal information : school, grade teaching, years of
experience. The second part included four main themes relevant to the use of video in
reading classes. It was examining teachers' perceptions in using videos in terms of its
effectiveness, being an active activity, increasing students' motivations and its practicality.
It used a five-point Likert scale extending from 5 (very high or strongly agree) to 1 (very
low or strongly disagree). The Cronbach Alpha Formula was used to compute the reliability
of the questionnaire and the value was found to be .051. The third part investigated
teachers actual uses of videos in their classrooms and the challenges they encountered while
applying it. This questionnaire was reviewed by two teachers to check its clarity and
18
relevance to the topic. Changes based on the feedback were done particularly in the third
part to open ended questions to gain more responses and to explore their actual uses and the
shared difficulties they face in different schools and areas.
3.4. Procedure and Data Collection
A systematic procedure was used for collecting and administering the data. During
the two weeks in the field work (20/3-31/3/2016) a number of questionnaires were
distributed by researchers to nearby schools in ALSuwiq and ALKhaboura schools. They
were handed to the senior teachers to be collected later on. On-line questionnaires were
distributed to other teachers in other governorates. The total number of the responded
teachers was 55 teachers from 17 schools.
3.5. Data Analysis
Data analysis was applied using the (SPSS) Statistical Package for the Social
Sciences. (SPSS) program was used to obtain different types of descriptive statistics and
correlation from the quantitative data collected via the questionnaire. Different statistical
measures were used. The demographic characteristics of teachers such as year of
experience, school location and grade teaching were found important in explaining the
relationship between these variables and their perception in using videos in their
classrooms. These demographic characteristics were analyzed using descriptive statistics :
means and standard deviations, percentage and correlation using Pearson and Spearman's
rho product-moment correlation coefficient. The data obtained from the second part were
analyzed qualitatively according to the teachers responses.
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Chapter four
Results and Discussion
4.1. Omani English teachers perceptions of using videos
The study results will be organized and discussed in accordance with the research
questions. The answers of question number 1"What are the Omani cycle one teachers'
perceptions of using video for improving reading skill? indicated that teachers had high
perceptions of the value of using videos in their reading classroom (see table 1). The means
scores of participants ranged from 2.6 to 4.5 on a 5-point scale ranging from strongly agree
―5‖ to strongly disagree ―1‖. This means that teachers have the willingness to integrate
videos in their classroom. This result was a worthy sign since the success of integrating
instructional technology in teaching and learning languages depends heavily on the attitude
and support of the teachers involved (Ismail, Almekhlafi& Almekhlafy 2010).
Table1
The mean and standard deviation of Omani English teachers perceptions in using
videos
™
™
statement n Mean S.D
Using video in the reading lessons is an effective tool for
improving reading comprehension for students.
55 4.29 .936
Using video in the reading lessons is a passive activity. 55 2.6 .741
Watching videos related to the reading topic makes
students more motivated and engaged in the reading
lesson.
55 4.53 1.148
Using videos in reading classes is not practical due to
the technical problems in the schools.
55 2.75 1.174
Total 55 3.54 1.00
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™ Moreover, according to table 2 for statement one, using video in the reading lessons
is an effective tool for improving reading comprehension for students, almost half
of the sample (52.7%) were strongly agree with this statement. For statement two:
using video in the reading lessons is a passive activity, interestingly, (36.4%) agree
with it while (29.1%) disagree. This might be normal since there is a pervasive
belief, increasingly being challenged by research, that television and video viewing
is a passive activity. That viewers are only superficially reactive to what they are
watching which might hinder their academic achievement .however, Marshall
(2002) cited in Cruse (2011) stated that "recent studies support the theory that
viewing is instead an active process, one which can be ―an ongoing and highly
interconnected process of monitoring and comprehending‖ and ―a complex,
cognitive activity that develops and matures with the child’s development to
promote learning. Thereby, this misconception is needed to be clarify to teachers
which may results in low perception in using video.
™ For statement three: watching videos related to the reading topic makes students
more motivated and engaged in the reading lesson 63.6% of the participant strongly
agree with this statement and only 3.6% strongly disagree. This is was in alignment
with advantages of using video as Hovland, Lumsdaine & Sheffield (1949) cited in
Cruse (2011) pointed out educators have recognized the power of audio-visual
materials to capture the attention of learners, increase their motivation and enhance
their learning experience. In statement four: using videos in reading classes is not
practical due to the technical problems in the schools, 43.6% of the participants
agree while 25.5 % disagree which indicated the awareness of such obstacle in
applying technology in general. As ALSinaidi et al,(2009) indicated that several
authors classified barriers into two types: the external and internal factors. The
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external factor or first-order barriers are related to the limited resources, lack of
time, lack of technical support, and technical problem as Omani teachers encounter.
Table 2
The percentage of participants responses for the four statements
4.2 Omani English teacher perception and years of experience
To answer research question two Is there any relationship between teachers' year of
experience, the location of the school and grade teaching and their perceptions of using
video in their teaching of reading skill?, the (SPSS) Statistical Package for the Social is
used to obtain correlation using Pearson and Spearman's rho product-moment correlation
coefficient.
Statement
Str
ongly
dis
agre
e
dis
agre
e
neu
tral
agre
e
Str
ongly
agre
e
Using video in the reading lessons is an
effective tool for improving reading
comprehension for students.
9.1 3.3
52.7 51.1
52.7
Using video in the reading lessons is a
passive activity.
1..1
56.1
11.3
19.1
1.8
Watching videos related to the reading topic
makes students more motivated and engaged
in the reading lesson.
-
5.6
5.6
19.1
63.6
Using videos in reading classes is not
practical due to the technical problems in the
schools.
11.9
15.6
11.1
13.3
7.3
N=55
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Table 3
Mean and Standard Deviation for total teachers perceptions and years of experience (N=55)
Variable M SD
Total teachers perceptions 14.16 2.07
Years of experience 8.24 4.1
For the first correlation between the perceptions and the years of experience, table 3
shows the mean and standard deviation of the two variables. In fact, the researcher
hypothesised that as the teachers gained more experience, they would like to embed
new strategies to engage students and increase their learning. However, using Pearson
product-moment correlation coefficient, it is reported that there isn't correlation
between the two variable, r = 0.097, n=55, p >.0005.
4.3 Omani English teacher perception and the location of the school
To explore the relationship between teachers' perceptions of using videos and the
location of schools, Spearman's rho product-moment correlation coefficient was used.
Table 4 shows mean and standard deviation for total teachers perceptions and the
location of the school. In this case, the researcher assumed that teachers from remote
areas may perceived the use of video negatively. However, it is also reported that there
isn't correlation between the two variable , r =.973, n=55, p >.0005.
Table 4
Mean and Standard Deviation For Total Teachers Perceptions and the location of the
school(N=55)
Variable M SD
Total teachers perceptions 14.16 2.07
School location 1.1656
.37335
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4.4 Omani English teacher perception and the grade taught
For the third relationship between teachers' perceptions and their grade teaching ,
Pearson product-moment correlation coefficient was used. Table 5 shows mean and
standard deviation for total teachers perceptions and the location of the school. It is
thought that teachers teaching lower grade1-2 may not perceive the use of video
positively. However, it is reported that there isn't correlation between the two variable.
r =0.455 , n=55, p >.0005.
Table 5
Mean and Standard Deviation For Total Teachers Perceptions and grade teaching (N=55)
Variable M SD
Total teachers perceptions 14.16 2.07
Grade teaching 2.800
1.06110
4.4 Omani English teacher uses of videos in their reading classes
Regarding the uses of video in EFL reading classes, the researcher analyzed the
data qualitatively. It is grouped to its frequency to three groups. The use of video in pr
reading as a warm up and introducing the topic is the first group. The second group is
using video in showing stories and the third group watching video to act the story later
on. As it is obvious from table 6, showing stories was the most frequent use due to the
fact that most of the reading text are stories in cycle one.
Table 6
Frequencies of the three groups of activities to use videos.
uses f
pr reading as a warm up and introducing the topic 11
showing stories
watching video to act the story later on.
12
6
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4.5 Omani English teacher challenges of using of videos in their reading classes
The second part which was analyzed qualitatively dealt with the challenges
teachers face while applying videos in their classroom. Most of the challenges attribute
to seven main reasons as the researcher found out. They are related to: technical
problems, unequipped classrooms, the booking of learning resource center, the large
number of students, the large number of teachers, the suitability of videos in term of
time, accent and culture, the lack of time.
Table 6
Frequencies of the challenges teachers face while applying videos in their classroom
challenges f
technical problems 20
the booking of learning resource center 14
the suitability of videos in term of time, accent and culture 12
unequipped classrooms 11
the lack of time 7
the large number of students 7
the large number of teachers 3
Table 6 shows that the most frequent challenges is technical problems which was
expected. The second one is the booking of learning resource center which can be
solved if the classroom are equipped by projectors. Interestingly, the third one is the
suitability of videos in term of time, accent and culture. It seems a challenge to find a
appropriate video for the class. In fact, selecting video that has strong, visually-rich
educational content is a critical element for maximizing the effectiveness of video. The
following suggestions to look for when evaluating videos: variation in the presentation,
humor, age-appropriate narration and developmentally-appropriate thinking skill,
organization in sections, provision of meaningful examples, opportunities for students
to carry out individual thinking and opportunities for extension ( Cruse, 2011).
25
Chapter Five
Conclusion and Recommendations
5.1. Conclusion
This present study attempt to reveal Omani cycle one teachers perceptions in using
videos in their reading classes. The results indicate the positive perceptions of those
teachers. It also investigate the relationship between perceptions and the year of experience,
the location of the school and the grade taught and it is reported that there are not any
correlation between the teachers' perception and the three variables. However, according to
the study limitations, it is difficult to generalize the results. Further studies is needed to
investigate the activation of prior knowledge and the use of video as pre reading activity.
5.2. Recommendations:
As the study presents, it is important for teachers to be familiar with concept of
schemata theory and the activation of prior knowledge. In the classrooms, students come
from different background which can enrich the learning context. Teachers should build on
this previous knowledge in relation to the new knowledge and train students in this regard.
Doing so, learning might be more interesting and meaningful for the students. Using video
in this case will aid the process of activation and may add to the students' world knowledge.
Further research studies into related issues can also be recommended. First, it can
include larger sample from more governorates in order to understand Omani EFL teachers
views and their instructional practices regarding prior knowledge, not only focusing in
using video. Second, it can conduct an experimental study to identify the best strategies for
activating prior knowledge in Oman EFL classroom not only using questionnaire, to
examine the use closely. Third, studies can deal with teachers with other cycles: cycle two
and post basic since all levels in a need for such instructional strategies fourth, the
26
investigation can be extended to identify other parties' view like students themselves and
supervisors about the use of video. Finally, future studies can investigate other factors that
could correlate with the teachers perceptions like qualification.
27
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