Impact of Comic Video Clips on English Language Learners Listening Comprehension

Abstract

Technology-enhanced language learning has attracted educational practitioners' attention, especially in the post-COVID-19 pandemic era. This study aimed to explore the effect of using comedy video clips on EFL learners' listening via a quasi-experimental design with a pretest, posttest and intervention. The participants of the study were randomly selected among the university learners enrolling in English language lab courses. Learners' homogeneity level was met through the Oxford Placement Test (OPT) to place them at the pre-intermediate level. Then 70 learners were selected among 114 students and they were divided into two Groups Experimental (EG) and Control (CG). They took a listening pre-test, which was designed based on the learners' textbooks and DVDs. Then the experimental class received listening activities using the comedy video clips while the control group received listening exercises from DVD materials of the same textbook. Time and materials were the same in both groups and the treatment sessions lasted for 15 sessions. Finally, a listening post-test was administered to determine the comparison of the two groups' means at the post-test. Data were analyzed through descriptive and inferential statistics. Results revealed that students who used the comedy video clips were significantly different from the learners who received traditional listening classes. The implications of the study suggest that using comedy video clips can enhance the learners' listening comprehension since it can create fun conditions in the classroom