Using Short Clips as a Pedagogical Tool to Address English Speaking Challenges Among Omani College Students: A Mixed-Methods Study

Abstract

This quantitative/qualitative study investigates the impact of using short English clips on improving the ability of college students who attend foundational programs in Oman to speak in English. Quantitative data were obtained through pre/post oral testing of all 72 participants, while qualitative data were obtained through semi-structured interviews of 15 teachers and 15 students, student reflective journals, and systemic classroom observation. Statistically, there was a statistically significant difference in the average speaking score of all participants after the intervention (t (71) = 8.37, p < .0001), with an increase from 12.1 to 15.4 out of 20. All participants felt more motivated and engaged to learn, while teachers indicated that cultural relevance and curriculum compatibility were important factors to consider in implementing short clips into their instruction. In general, if short clips are carefully selected and pedagogically integrated, they can greatly improve the speaking abilities of English as a Foreign Language (EFL) students, including students in Oman, and contribute to both scholarly practice and national education goals as defined in Oman Vision 2040.