Asia Pacific Journal of Advanced Education and Technology

Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

Using Video - Based Ebook in Teaching Writing for the Enhancement of

Grammatical Competence Among ESL Learners

Mary Joyce P. Tadiosa1, Cecilia B. Diva2

http://orcid.org./:0000-0001-8729-98581, http://orcid.org./: 0000-0002-5116-80872
[email protected], [email protected]
Laguna State Polytechnic University
San Pablo City Laguna, Philippines1-2

DOI: https://doi.org/10.54476/apjaet/99994

Abstract

The study generally focused on enhancing the grammatical competence of learners using video-based
eBooks. Using pre-experimental research design, the study assessed the pre-test, and post-test scores of
the respondents and their significant difference using paired t-tests. Furthermore, the respondents'
assessment of the video-based eBook was analyzed using mean and standard deviation, while Pearson r
was used to test the correlation between the respondents' assessment and their grammatical competence.
The respondents were composed of 41 grade 10 students who were enrolled in modular distance learning.
Results revealed that before the utilization of the video-based eBook, the majority of the students have
very low and low grammatical competence. In contrast, the students' grammatical competence improved
to a high level, as indicated in the post-test results. Moreover, most of the respondents strongly agreed
with the video-based eBook's content, instructional, and technical quality indicators. The null hypothesis,
which claims no significant difference between students' grammatical proficiency before and after the
test, is not sustained. Lastly, the findings supported the null hypothesis that no significant relationship
exists between the assessed video-based eBook and the respondents' grammatical competence. Based on
the study's findings and conclusions, the researcher suggested that the school and teachers consider using
the video-based eBook as an e-module since it helps improve the grammar skills of the learners.

Keywords: grammatical competence, video-based ebook

Introduction

Many aspects of how students learn, and experience school are changing due to the new normal
education. When the pandemic forced many schools to adopt a distance learning modality, institutions
began to seek alternative learning opportunities for learners. The education sector considered the broad
range of benefits presented by digital books or e-books.
Learners are now digital natives who spend most of their time in the digital world. As a result, they
find using e-books to be more natural and familiar.

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
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Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

E-books' most significant advantage is their portability. One device may contain many e-books,
which can be carried about and read anytime, anywhere.
Aside from eBook’s contribution to education, the advancement of video technology in education
accelerates. This is because of the widespread use of portable devices, increased Internet users, and
massive online open courses. Because of their varied benefits, online-learning videos are becoming
increasingly accepted by students and teachers. Video-based instruction has been demonstrated to be a
successful teachers’ reflection tool and essential in their continuing professional development, in addition
to aiding students in learning (Sablic et al., 2020).
Video-based learning methods are teaching methods that use a video to impart knowledge or skills.
The video has two aspects, an appealing visual element, and audio, to ensure that students grasp
information quickly and adequately (Guo et al., 2015). According to Ting (2013), learners' videos aid in
integrating language instruction outside of the language classroom. Video projects can help learners make
language learning more engaging by exposing them to an authentic learning environment (Che Mat et al.,
2017). These technological advancements significantly contribute to teaching and learning development.
The Educational Technology Unit (ETU), which is crucial in producing a quick deliverable to assist the
department's digitization and mobilization of instructional learning resources, was even established by the
Department of Education (DepEd). ETU also promotes alternative ICT programs through its Open
Educational Resources (OER) initiative (DepEd ETU, 2020). Educational Technology is continuously
developing, but the DepEd can’t deny that most learners are still behind its advancement due to access to
mobile gadgets, data, and internet connections.
This reason is manifested in GNHS Domoit Extension’s student profiling which showed that 95%
of the learners do not have internet connections. This resulted in the utilization of the modular distance
learning modality. Grade 10 students in Domoit Extension are given self-learning modules and Learning
Activity Sheets (LAS). Relative to the implementation of new normal education for this school year 2021-
2022, the Most Essential Learning Competencies (MELC) shall serve as the foundation for the
development of the LAS. However, the students' grammatical skill was one of the documented least
mastered skills in the second quarterly assessment consolidated findings of least mastered competencies.
Handayani & Johan (2018) emphasized that due to a lack of grammar expertise, students make a variety
of errors and faults when studying English as a foreign language. As a result, writing appears to be a
difficult task for them. Issues with the modular approach that the students encountered point to a potential
intervention that would provide anytime, anywhere access to modules. Thus, a need to have instructional
material or supplemental learning material in time of modular led to the idea of developing an eBook - a
digital module to enhance students’ academic performance, specifically their grammatical competence,
which is the main target of this study.

Objectives of the Study

The study generally aimed to enhance the grammatical competence of learners using the video-
based eBook. Specifically, to (1) describe the pre-test and post-test scores of the respondents in
grammatical competence (2) identify respondents’ assessment of the video-based eBook in terms of
content, instructional and technical quality (3) determine the significant relationship between the assessed
video-based eBook and the grammatical competence of the respondents (4) identify the significant
difference between the pre-test and post-test scores of the respondents in grammar.

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
377
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Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

Methodology

The study focused on using video-based eBooks to enhance the grammatical competence of
learners using teacher-made pretest and post-test and the respondents’ assessment of the video-based
eBook in terms of content, instructional, and technical quality using researcher-made assessment form.
With this, the study utilized a pre-experimental method of research. A total of 41 learners were purposively
chosen as respondents.
In this case, the study encountered three stages: pre-implementation, implementation, and post-
implementation.

The pre-implementation stage comprised the development of a video-based script which was then
materialized through video recording and editing. The edited instructional videos were incorporated into
the crafted eBook. The researcher then made the pre-test, post-test, and assessment forms.
The researcher then sought the validation of the test instruments of the study, the e-publication of
the lesson discussion through the kotobee author application, and the assessment form for the evaluation
of the ebook’s quality. The assessment form was subjected to reliability testing and received a good mark.
All the validated instruments were revised, re-edited, and submitted to the panel members for approval.
The approved instruments were administered in the implementation stage. The researcher
administered the pre-test to learners to test their prior knowledge of subject-verb agreement, simple tenses,
relative pronouns, and infinitive phrases without the intervention of the video-based eBook.
The subject is scheduled for four hours every Monday, the learners used the allotted time in their
independent study of the first lesson, subject-verb agreement using the eBook. The lesson discussion and
usage of the ebook took four weeks. Friday of the fourth week of implementation, the post-test and the
evaluation form were distributed.
The respondents answered the post-tests on the 5th Monday of implementation, and the evaluation
form was answered after a while. Accomplished post-test and assessment forms were submitted on Friday
of that week.
In the post-implementation stage, the researcher checked all the learners' pre-test and post-test.
The pre-test and post-test results were tallied and computed using frequency and percentage while paired
t-test was employed to test their significant difference. Meanwhile, mean and standard deviation were
used in learners’ assessment of the utilization of the video-based eBook in terms of its content,
instructional, and technical quality. Lastly, the Pearson correlation coefficient (r) was utilized to determine
the significant relationship between the respondent’s assessment of video-based eBook and their
grammatical competence. All the data obtained were analyzed and interpreted to answer the questions
posed in the study.

Results and Discussion

1. Pre-test and Post-test Scores of the Respondents in Grammatical Competence

1.1. Distribution of Scores in Grammatical Competence Before the Experiment

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
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Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

The table clearly shows that before the utilization of the video-based eBook as learning material,
56% or 23 of the 41 learners exhibit a very low grammatical competence in subject-verb agreement;
almost 32% or 13 learners show a very low level of grammatical competence in the infinitive clause; 46%
or 19 students display a low level of grammatical competence in simple tenses. However, the results show
an equal percentage (29.27%) of 12 learners who gained a high, average, and low level of grammatical
competence in relative pronouns.

Table 1
Students’ Distribution of Scores in Grammatical Competence Before the Experiment
Score Subject-Verb Simple Tenses Relative Pronouns Infinitive Clauses Interpretation
Agreement

f % f % f % f %
9-10 - - - - - - - - very high
7-8 1 2.44 1 2.44 12 29.27 9 21.95 high
5-6 1 2.44 6 14.63 12 29.27 7 17.07 average
3-4 16 39.02 19 46.34 12 29.27 12 29.27 low
0-2 23 56.10 15 36.59 5 12.20 13 31.71 Very low
Total 41 100.0 41 100 41 100 41 100

Grade 10 learners were given a 10-item pre-assessment in SVA. Each item has 2 incomplete
sentences which they have to supply with the correct form of the verb. Learners were able to get the correct
verb in the first sentence but failed to give the correct verb in the succeeding sentence. This is because
learners have difficulty identifying the form of the subject (singular or plural) in the sentence to match the
verb. In the study of Sufian and Harun (2018), it was revealed that respondents forgot the fundamental
rules of SVA, such as how the headword (word or term placed at the beginning) of the subject should be
traced first to agree with the verb/s. The number of the headword is dominant in determining whether a
sentence contains a singular or plural verb - students appear to be unaware of this rule of grammar.
The majority of the participants gain a low level of grammatical competence in an infinitive clause.
This is evident in the learners’ pre-test results as students find it difficult to determine which is the
infinitive phrase in the sentence and what function it has in the sentence. Alhasnawi (2010) mentioned in
his study that the tendency of errors in the infinitive clause is due to the ambiguity of using this
construction for being overlapped with the gerund as a verb complement in English and the learners' lack
of knowledge of each's a communicative function, or because of a lack of input.
The majority of the learner’s scores prove that they have low grammatical competence in simple
tenses. Their difficulty in simple present tenses is relative to the learner’s difficulty in subject-verb
agreement. It is revealed that common errors are attributed to the learner’s omission of suffix -s in the
verb with a singular subject. Cakir (2011) emphasized in his study that mother tongue interference and a
lack of adequate linguistic background are the primary causes of this error. In the Filipino language,
whether the subject is singular or plural, the verb does not alter in form. In other words, the subject-verb
agreement does not exist in Filipino. For instance, the verb in the Filipino language remains the same
regardless of the subject. However, the verb's number in English should match that of its subject. For
singular subjects, singular verbs should be used, and for plural subjects, plural verbs should be used.
The study reveals that learners’ scores fall under 3 levels (high, average, and low level) in relative
pronouns. Respondents who have a high level of grammatical competence are mostly learners who
performed well in the subject, those who can distinguish the different usage of the relative pronouns in
the test and commit only 2-3 mistakes. On the other hand, participants who have an average level of

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
379
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Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

grammatical competence are mostly active learners who have little confusion in the usage of relative
pronouns who and which and commit 4-5 mistakes. Lastly, respondents who have a low level of
grammatical competence are passive learners who often used relative pronouns incorrectly and have
difficulty in assessing the different usage of “who” and “which” and commit 6-7 mistakes.
Generally, the student’s scores proved that before the intervention of video-based eBook, they
exhibit a very poor level of grammatical competence having several errors in all the covered grammar
areas and having no background of most grammar concepts covered in the test.
.
1.2. Distribution of Scores in Grammatical Competence After the Experiment

Table 2
Students’ Distribution of Scores in Grammatical Competence After the Experiment
Score Subject-Verb Simple Tenses Relative Pronouns Infinitive Clauses Interpretation
Agreement

f % f % f % f %
9-10 3 7.32 1 2.44 6 14.63 14 34.15 very high
7-8 32 78.05 38 92.68 34 82.93 24 58.54 high
5-6 6 14.63 2 4.88 1 2.44 2 4.88 average
3-4 - - - - - - 1 2.44 low
0-2 - - - - - - - - Very low
Total 41 100 41 100 41 100 41 100

The results of the students' post-test in grammar are presented in the table above. On the post-test,
the students' results were evaluated based on whether or not they correctly used relative pronouns, simple
tenses, subject-verb agreement, and infinitive clauses. All of the students' grammatical abilities were
improved, as demonstrated by an increase in the number of scores they earned. As a result, their
grammatical competence is now at a level that is considered to be high. This indicates a major
improvement in the learners’ grammatical skills. The increase in the post-test scores of the respondents
can be attributed to the utilization of the video-based eBook.
The level of grammatical knowledge of the participants was similar to what other similar study has
found. The results are also related to Priyanto’s (2013) study which revealed that the participants have fair
grammatical competence. Liza (2020) revealed in his study that the use of media in teaching and learning
processes improved the grammatical competence of the learners. It is well known that when students
watch videos, they not only see images but also examples of how grammar is used. They can observe the
gestures and contexts in the use of sentences in actual life contexts in addition to viewing images and
hearing sounds. The students' comprehension may be enhanced by it.

2. Respondents' Assessment of the Video-Based eBook

2.1. Assessment of the Video-based eBook as to Content Quality

The learners assess the utilization of video-based eBooks in terms of their content quality,
instructional quality, and technical quality. The majority of the students gave the video-based eBook an
overall mean score of 4.58, indicating that they "strongly agree" with most of the eBook's content quality

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
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Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

indicators. This demonstrates that the eBook's content supports the development of the target learning
competency and that the content is aligned with the curriculum standards.

Table 3
Respondents’ Assessment of the Video-based eBook as to Content Quality
Indicators M SD VI
1. The video-based eBook is related to and supports the development of skills related to learning 4.76 0.43 SA
competencies.
2. The learning objectives given in the video-based eBook are clear from the very start. 4.49 0.51 A
3. The content of the video-based eBook promotes critical thinking skills. 4.68 0.52 SA
4. The lessons presented in the video-based eBook are easy to understand. 4.32 0.52 A
5. The video-based eBook provides a complete demonstration of the concept (i.e. giving of examples). 4.68 0.47 SA

6. The activities provided in the video-based eBook are intellectually interesting. 4.54 0.60 SA
7. The activities in the video-based eBook assessed what I learned. 4.56 0.50 SA
8. The words used in the video-based eBook are comprehensible. 4.59 0.50 SA
9. The video-based eBook has no spelling errors. 4.54 0.50 SA
10. The video-based eBook is free from cultural, gender, racial, or ethnic bias. 4.63 0.49 SA
Overall 4.58 0.31 SA

However, several of the respondents agreed that the lesson objectives were provided clearly and
concisely. This can be attributed to the lesson objective’s use of behavioral verbs (action verbs) that can
be observed and measured. Using concrete verbs will help keep objectives clear and concise. This keeps
the learner’s focus engaged and on track. Also, Learning goals specify what students should be able to do
by the end of a course or module, and assessments will determine how well students are doing in terms of
mastering those goals (Shaw, 2019).
Moreover, the learners agreed that the lesson discussion was simple to comprehend even in a fast-
paced flow of discussion. The learning material is limited to discussing important concepts that the
learners need to master. Also, the researcher used examples using persons, places, and school activities
they are familiar with. The video-based learning material follows the PPP lesson paradigm or the present,
practice, and produce. The PPP method is a successful method for teaching grammar. Nassaji and Fotos
(2011) explain the PPP model as follows: The presentation stage is where the unfamiliar grammar item is
introduced, making it easier for participants to understand the learners' familiarity. The practice stage of
this model is the following stage, where students perform various types of exercises that focus learners'
attention. Finally, more freedom is given to students to use their creativity during the production stage.
The assessment of the respondents on the content quality of eBooks is consistent with the findings
of Herico (2016) who pointed out in her study that respondents assessed the e-learning module in terms
of its content as highly accepted. This indicates that an e-learning module is an effective tool for conveying
concepts among students. Thus mastery of the subject matter is achieved. Moreover, the results of the
study by Baran (2006) demonstrated that video-case-based instruction demonstrated achievement of
course content.

2.2. Assessment of the Video-based eBook as to Instructional Quality

The table shows the assessment of the respondents to the instructional quality of the video - based
eBook.

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
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Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

Majority of the respondents rated the indicators of the instructional quality of the eBook as strongly
agree with an overall mean of 4.56. However, some of the learners agreed on the ebook’s appropriateness
of the level of difficulty of the activities for their grade level.

Table 4
Respondents’ Assessment of the Video-based eBook as to Instructional Quality
Indicators M SD VI
1. The educational purpose of the video-based eBook is stated or is evident within the overall design of 4.59 0.55 SA
the material.
2. What I need to know and to do is clearly stated in the eBook. 4.46 0.55 A
3. The level of difficulty of the lesson and activities are appropriate for my grade level. 4.46 0.64 A
4. The video-based ebook uses graphics, sound and color to augment the content. 4.54 0.50 SA
5. The video-based eBook is enjoyable, stimulating, and challenging to use. 4.56 0.50 SA
6. The video-based eBook promotes engagement and encourages creativity. 4.51 0.55 SA
7. I can revisit the discussion and activities and replay videos in the eBook. 4.56 0.50 SA
8. I am encouraged to review my prior knowledge and understanding of grammar. 4.51 0.55 SA
9. The instructions on how to accomplish the activities in EBook are clear and appropriate. 4.63 0.54 SA
10. The video-based eBook gives feedback that is non-threatening, immediate, positive, motivational 4.73 0.45 SA
and user-sensitive.
Overall 4.56 0.33 SA

This means the activities provided in the learning material are somewhat appropriate to their ability
and knowledge. Also, the participants agreed that the video-based ebook has a clear statement as to what
to know and to do. This implies that not all the instructions provided are very clear, but comprehension
can still be exhibited. This is evident in the improved performance of the learners in all practice drills in
four areas of grammar and an increased number of scores of learners in post-assessment. The respondents’
assessment of the instructional quality of the video-based eBook matches the findings of Lin and Tseng
(2013) study which found out how different video-based learning designs help K–12 students improve
their English language skills. The results showed that using videos as teaching tools made teaching better
and helped students learn more.

2.3 Assessment of the Video-based eBook as to Technical Quality

Table 5
Respondents’ Assessment of the Video-based eBook as to Technical Quality
Indicators M SD VI
1. Audio is used to enhance my understanding and comprehension. 4.78 0.42 SA
2. The speech/narration (correct pacing, intonation, and pronunciation) in the video-based 4.66 0.48 SA
eBook is clearly and easily understood.
3. The audio and visuals used in the eBook are synchronized. 4.56 0.50 SA
4. The music and sound effects used in the eBook are appropriate and effective for 4.63 0.49 SA
instructional purposes.
5. Screen displays (text) used in the eBook are organized, easy to read, and aesthetically 4.59 0.55 SA
pleasing.
6. Visuals (images, diagrams, animations, video), are clear and easy to read (appropriate 4.63 0.49 SA
size, color, and style).
7. Visuals used in the eBook complement textual information 4.54 0.50 SA
8. Visuals used in the eBook are accurate and do not misrepresent the concepts presented. 4.39 0.59 A

9. The design allows me to navigate freely through the eBook. 4.63 0.49 SA
110. The video-based eBook is free from technical problems. 4.51 0.55 SA
Overall 4.59 0.31 SA

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
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Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

The table shows the student’s assessment of the technical quality of the video-based eBook. It is
revealed that most of the learners strongly agreed with the indicators having an overall mean of 4.59. Even
so, the respondents rated agreed on the accuracy of the visuals used which do not misrepresent the
concepts being presented. This implies that not all of the visual presentations used in the video-based
eBook complement the lesson discussion. But still, it adds emphasis on the concepts presented making
the target learning achievable.
Results from similar research revealed that participants' assessment of the e-learning module in
terms of technical quality is comparable. The result is similar to the study of Herico (2016) which showed
the respondents' assessment of the module’s design characteristics as highly acceptable.

3. Significant Relationship between the Assessed Video-based eBook and the Grammatical
Competence of the Respondents
Table 6
Significant Relationship between the Assessed Video-based eBook and the Grammatical Competence of the Respondents
Grammatical Competence

Subject-verb
Video-based eBook Simple Tenses Relative Pronouns Infinitive phrases
agreement
Assessment
Content Quality 0.154 0.093 0.054 0.007

Instructional Quality 0.089 0.152 -0.001 -0.092

Technical Quality 0.067 0.091 -0.090 -0.032

The table shows the significant relationship between the respondents’ assessment on video-based
and their grammatical competence.
The findings show that there is no significant relationship between the learner’s grammatical
competence and their assessment of the video-based eBook. Since the eBook is designed for distance
learning, the utilization and assessment of the learning material have no teacher intervention. The learners
independently learn the lessons at hand. With this, the quality of the video-based eBook does not support
the enhanced skill of the learners in grammar. The video-based eBook quality in terms of its content,
instructions, and technicality is not related to the learner's enhanced grammatical competence even after
they utilize the learning material.
Contrary to the study of Panscofar (2010) which revealed that making the learning process fun
through utilizing videos bolsters the students’ second language growth as well as communicative
competence.

4. Significant Difference Between The Pre-Test And Post-Test Scores of The Respondents in
Grammar

The results show that there is a significant difference between the learner’s pre-test and post-test
scores in grammar. Furthermore, it displays that the learner’s pre-test and post-test scores in subject-verb
agreement, simple tenses, relative pronouns, and infinitive phrases are all significantly different. Before
using the video-based eBook, the students have low levels or a very poor level of grammatical competence
in the four grammar areas.

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
383
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Special Issue, September 2022 / P- ISSN 2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

Even though there is no significant relationship between the learners’ assessment on the video-
based ebook and their grammatical competence that does not mean that there is no significant difference
in their grammar skills after the intervention and utilization of the learning material.

Table 7
Significant Difference Between the Pre-Test And Post-Test Scores of The Respondents in Grammar
Grammatical Pretest Post test Sig.
t df Interpretation
Competence Mean SD Mean SD (2-tailed)
Subject-Verb
2.51 1.21 7.32 0.82 -25.029 40 0.000 Significant
Agreement
Simple Tenses 3.22 1.52 7.37 0.62 -18.417 40 0.000 Significant

Relative Pronoun 5.10 1.89 7.66 0.88 -10.165 40 0.000 Significant

Infinitive Phrase 4.02 2.32 8.00 1.22 -11.032 40 0.000 Significant

The students' grammatical competency improved after they used the eBook, which is indicative of
a high degree of competence or a good level of grammatical competence with tolerable errors in all the
covered grammar areas. This explained that the video-based eBook contributed to the learners’
improvement in grammar. Therefore, a video-based eBook is an effective tool for improving the
grammatical skills of the learners.
The results of the study are parallel to the study of Heron et al. (2006) which indicated that students
significantly improved their listening skills and grammar knowledge when exposed to the story-based
video package. The study of Asra et al. (2011) found a significant effect of video-based mobile learning
on students' writing skills. In addition, Maurico’s (2021) study showed that YouTube (video-based
instruction) enhanced the students’ grammatical competence. The increase in the pretest and post-test
scores of the experimental group can be attributed to the utilization of YouTube. Moreover, the findings
of the study are compatible with Liza's (2020) study, which found that using media, like videos, to
illustrate how sentences are used helped the students comprehend the language's grammar. Some students
claimed that using videos or pictures to illustrate the grammar helped them to better understand the
sentences making their grammatical competency of the students raised.

Conclusions

Based on the findings mentioned above, the following conclusions are reached:

1. The findings suggest that with the intervention of the video-based eBook, the learners' grammatical
competence was improved.
2. The majority of the students strongly agreed with the video-based eBook’s content, instructional,
and technical quality. The findings support the null hypothesis that there is no significant
relationship between the assessed video-based eBook and the respondents' grammatical
competence.
3. The null hypothesis, which states that there is no significant difference between students' pre-test
and post-test grammatical ability, is not sustained.

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
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Recommendations

Based on the study's findings and conclusions, the following are suggested:

1. The school may consider using a video-based eBook as an e-module to address the learning gap
and needs of distance learners since the learning material helped improve the grammar skills of
the learners. It also helps learners have access to various learning resources.
2. Language teachers may consider using this video-based eBook for remedial and advancement
classes to develop the learners' grammatical competence and other language competencies
prescribed by the DepEd as the results significantly influence the improvement of the learner's
grammatical competency.
3. Further studies may be considered with improved and advanced eBook features, specifically by
adding audio-recorded discussion, online learning activities, feedback mechanism, and more
visually appealing and advanced video editing

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Authors’ Profile

Mary Joyce P. Tadiosa is an English teacher of Gulang-Gulang National High School Domoit
Extension, Lucena City Quezon Province. She is the English Department coordinator and the school
paper adviser. She is taking her master’s degree at Laguna State Polytechnic University San Pablo
City Campus.

Cecilia B. Diva, MAT, is an Associate Professor at Laguna State Polytechnic University,

San Pablo City Campus (College of Teacher Education, Faculty of Graduate Studies, and
Applied Research) where she earned her master’s degree. She is an English Language
Subject specialist, language coordinator and researcher. She specializes thesis editing and
advising both in undergraduate and graduate programs.

Copyrights

Copyright of this article is retained by the author/s, with first publication rights granted to
APJAET. This is an open-access article distributed under the terms and conditions of the Creative
Commons Attribution-Noncommercial 4.0 International License (http://creative
commons.org/licenses/by/4).

Proceedings of the Asia Pacific Conference on Multidisciplinary Research (APCMR), 30 – 31 July 2022
Tadiosa, M. J. P., Diva, C.B., Using Video – Based Ebook in Teaching Writing for the Enhancement of Grammatical
Competence among ESL Learners, pp. 376 – 388
388