Enhancing grammatical proficiency in online EMI: The impact of instructional videos on error reduction

Abstract

This study examines the effectiveness of instructional videos in addressing common grammatical errors in online English as a Medium of Instruction (EMI) contexts. The experiment involved 134 pre-service primary school teachers, divided into two groups:  a group receiving explicit grammar correction through questionnaires, and a group exposed to instructional videos. Using AntConc, the study analysed errors in grammatical areas such as the definite article, collocations, and verb patterns.

Results revealed mixed outcomes: while improvements were observed in adverb usage and inversion structures, persistent difficulties remained with collocations and the use of the definite article. New errors, particularly with verbs like "agree" and "to be born," emerged after the intervention, potentially due to cognitive overload. The findings suggest that while instructional videos can enhance specific aspects of grammatical understanding, differentiated instruction is necessary to address persistent and newly introduced challenges. The study highlights the need for targeted, multimedia-based interventions to mitigate the impact of student alienation and promote language accuracy in online learning environments.