Effect of Online/Offline Videos and Interactive Follow-up on Learning Passive Voice by Intermediate EFL Learners

This study aimed to investigate (a) the impact of ‘online videos', 'offline videos', 'online videos + interactive follow-up', and 'offline videos + interactive follow-up' on Iranian intermediate EFL learners' learning of passive voice, and (b) differences between these four conditions in terms of passive voice learning outcomes. A quasi-experimental design, with pre-test/post-test, was used. Eighty Iranian intermediate EFL learners were selected and randomly assigned to the four groups. The Oxford Quick Placement Test (OQPT) and a multiple choice/fill-in pre-test and identical post-test assessed learners' passive voice knowledge. Over ۴ weeks, Group ۱ (n=۲۰) watched online passive voice videos weekly, Group ۲ (n=۲۰) watched offline videos, Group ۳ (n=۲۰) watched videos and participated in weekly interactive follow-up sessions, and Group ۴ (n=۲۰) received videos and follow-up offline. Pre-tests established baseline ability, and post-tests evaluated changes after the intervention. Paired-samples t-tests compared pre-post changes within groups, and repeated measures ANOVA compared post-test scores between groups. The results indicated that (a) all groups showed significant pre-post improvements, and (b) groups significantly differed in post-test scores, ranked as: online videos + interaction > offline videos+ interaction > online videos offline videos. Blended online/offline conditions with interaction proved most effective for passive voice learning. This study contributes to understanding effective integration of online videos and interaction for teaching L۲ grammar. Results suggest that incorporating both online content and offline application optimizes learning outcomes compared to single modalities alone.

کلیدواژه ها:

Interaction ، Passive voice ، Online teaching ، Offline teaching ، Computer-mediated Communication (CMC)