Discourse analysis of video-based teaching materials for learning english as a foreign language: instigating study strategies

Abstract

Video-based materials have become highly effective tools in language teaching, facilitating information delivery and enhancing learning processes. This study examines the videos embedded in Macmillan Education Everywhere e-textbooks, focusing on their impact on student motivation and engagement. These audiovisual tools provide authenticity, recreate real-life situations, and establish emotional connections that support language acquisition. The study applied Dimitrova et al.'s (2002) video content analysis framework, segmenting videos into meaningful units (scenes, shots, and key frames) to create visual content tables. Kress and van Leeuwen’s (2006) Visual Grammar was also used to analyze visual representations, identifying elements that foster interaction and student interest. Results show that the videos present authentic narrative scenarios and grammar explanations through a teacher who builds trust and emotional connection with students via direct eye contact and a warm tone. Close and eye-level shots allow students to "participate" in scenes, creating a sense of immersion and realism. Background music and linguistic messages complement visual information, enhancing memory and evoking emotional responses. The videos include specialized vocabulary and linguistic structures that support communicative practice and expose students to authentic materials. In conclusion, the videos embedded in e-textbooks are a powerful teaching strategy that enhances language instruction by imitating reality, providing entertainment, and generating emotional impact. These tools enrich educational materials, offering immersive and effective learning experiences that foster the development of linguistic and communicative skills.