Abstract

RIVERA ALTAMIRANO, Juan Carlos  and  RISCO RODRIGUEZ, Betty Clara. Meaningful Videos Strategy to Improve Spoken English in Secondary School Students. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS02112025.  Epub Nov 30, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.289.

This quantitative, quasi-experimental study investigated the impact of the didactic strategy Meaningful Videos (MV) on improving oral expression competence in English as a Foreign Language (EFL) among 70 fifth-year secondary students in Nuevo Chimbote, Peru. The research compared an Experimental Group (EG, n₁ = 35) exposed to the MV strategy over an eight-week period with a Control Group (CG, n₂ = 35) that continued with traditional instruction. The MV strategy is grounded in the Communicative Language Teaching (CLT) approach and Ausubel’s Theory of Meaningful Learning, integrating authentic and relevant audiovisual input with collaborative oral production tasks (e.g., debates, role plays). The pre-test confirmed initial group equivalence. Post-intervention results revealed a highly significant difference in oral competence favoring the EG (p < 0.001). The effect size was classified as massive, with a Cohen’s d coefficient of 2.52. Dimension-specific analysis showed the greatest improvements in Fluency (d = 2.39) and Coherence and Cohesion (d = 2.27). These findings confirm that the Meaningful Videos strategy is a highly effective methodological tool, outperforming traditional methods in transforming oral expression in EFL within the secondary education context.

Keywords : meaningful videos; oral expression; meaningful learning; communicative language teaching; secondary education; fluency.

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