Experimental-group students held predominantly positive attitudes toward using the animated sitcom for grammar learning¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most interviewed students responded affirmatively about liking authentic video use in grammar teaching and perceived the sitcom as effective for learning conditionals. → Saeedi and Biri 2016

Evidence¶

Saeedi and Biri 2016¶

Saeedi, Z., & Biri, A. (2016). THE APPLICATION OF TECHNOLOGY IN TEACHING GRAMMAR TO EFL LEARNERS: THE ROLE OF ANIMATED SITCOMS. Teaching English with Technology, 16(2), 18-39. https://www.tewtjournal.org

q2 · i? · qualitative · r1

Interview study with the 17 experimental-group participants, conducted in Persian by a researcher other than their teachers; "15 interviewees responded affirmatively", and nearly all (N=15) perceived the sitcom as effective for learning conditionals.

"15 interviewees responded affirmatively to this questi on, reporting that they liked using the animated sitcom in their class."

Discussion¶

Related Claims¶

• Experimental-group EFL learners taught conditional sentences via an animated sitcom improved significantly from pretest to posttest (p=.003) — related
• Iranian undergraduate EFL learners taught idioms with humorous video clips hold positive attitudes toward their classroom use — related
• Two students found the sitcom characters' speech too fast and some suggested showing short episodes, which the authors read as support for short subtitled video segments to avoid overload — related