A Video-Centered Approach to Enhancing Reading and Writing Skills in Eleventh-Grade Students

Abstract

This study examined the impact of using videos as a pedagogical strategy to improve the reading and writing skills of eleventh-grade students at Institución Educativa Miguel de Cervantes Saavedra. The findings suggest that integrating audiovisual resources into English language teaching can foster the development of reading and writing skills in EFL classrooms. The study employed a mixed-methods approach and a quasi-experimental design. Initially, a survey was conducted to identify the students’ topics of interest. The students then completed a pretest. Based on the results, video-based activities were incorporated as multimodal input to activate prior knowledge, model text structures, stimulate interest, expand vocabulary, and support comprehension. These activities were implemented through workshops that were planned, evaluated, and refined throughout the intervention. The students subsequently completed a posttest. The data were triangulated, and the results indicated that the video-based activities and written reflections increased students’ motivation, improved their ability to comprehend texts beyond the literal level, and strengthened the organization, coherence, and accuracy of their writing.