WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue IX (September 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue IX (September 2025), pp.44-55
Authors
Eloisa Mae M. Oraya, Mylin G. Agosto, Annabelle A. Dela Rama,
Juancho C. Tesado, Angelica Camposano
Language and Literature Unit
Abuyog Community College
Abstract
This study aimed to examine the relationship between the consumption of educational videos and the learning of English language. It was grounded in the theoretical frameworks of Stephen Krashen’s Input Hypothesis, which emphasizes the importance of comprehensible input in language learning, and Noam Chomsky’s theory of Universal Grammar, which highlights innate linguistic capabilities.
Findings showed that results were very high in terms of vocabulary acquisition and high impact in other areas. Age did not demonstrate any significant correlation to the learning outcome, whereas sex was significantly correlated to pronunciation gain and motivation. The perception of frequency had a positive relationship with acquisition of vocabulary, but a negative association with pronunciation, comprehension of language contexts and listening comprehension when the viewing hours were excessive. While previous studies demonstrated the positive impact of video consumption on vocabulary, pronunciation, and motivation, there is still a lack of knowledge on how structured versus non-structured viewing patterns specifically impact the overall effectiveness of second language acquisition for college students. Findings indicate that directed, systematic and intense exposures to videos work compared to the long hours of unstructured viewing. It is suggested to implement an intervention program, where the curated interactive and time managed video-based activities could be used as a part of language teaching- learning activities to maximize the effects on it.
Keywords: video consumption, second language acquisition, vocabulary development, pronunciation improvement, language learning motivation
