ISSN: 2222-6990
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This quasi-experimental 2x2 factorial comparative study investigates the effect of a scenario-based interactive video learning system on English pronunciation among primary school students. Utilizing a quantitative research approach, the study involved 128 participants, who were divided into two groups of 64 students each. The minimum sample size was determined using G-Power, and simple random sampling was employed to extract the sample. To measure the effectiveness of the intervention, a pre-test and post-test design was implemented. Questionnaires were administered to collect data, and descriptive analysis was utilized to analyze the data. The aim of the study was to assess how the scenario-based interactive video learning system (SIVLS) influenced primary school students' English pronunciation and to compare its effectiveness with conventional video learning systems (CVLS). The results indicated that students who utilized the scenario-based interactive video learning system showed significant improvements in their English pronunciation compared to those who used traditional video learning methods. This study contributes to the growing body of literature on technology-enhanced language learning by providing empirical evidence on the benefits of interactive video systems in improving young learners' pronunciation skills.
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