The Impact Of Incorporating Computer-based Interactive Videos On Developing Learners’ Comprehension Skills In Scientific Texts The Case Of Second-year Students Of Tamazight, At The Akli Mohand Oulhadj University, Bouira, Algeria
The current paper is an experimental research meant to explore the multiple facets of deficiency in learners’ reading comprehension of scientific texts in the Tamazight language. Then, it suggests the integration of interactive videos and texts using computer-based technology to evolve both the spe...
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| Format: | Article |
| Language: | English |
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University of Bejaia Abderrahmane Mira
2025-01-01
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| Series: | The Journal of Studies in Language, Culture and Society |
| Subjects: | |
| Online Access: | https://univ-bejaia.dz/revue/jslcs/article/view/455 |
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| Summary: | The current paper is an experimental research meant to explore the multiple facets of deficiency in learners’ reading comprehension of scientific texts in the Tamazight language. Then, it suggests the integration of interactive videos and texts using computer-based technology to evolve both the speed and the quality of understanding with second-year students of Tamazight, at the Akli Mohand Oulhadj University, Bouira, Algeria. Given this, the question of what effect does the implementation of interactive videos displayed through computer-based technology have on learners’ comprehension of scientific texts in the Tamazight language? is the focus of this inquiry. Our presumption on the major topic of this paper stems from our strong belief that multimedia technologies add visual and auditory information to written texts. Hence, we hypothesise that integrating interactive videos using computer-based technology to teach scientific texts in Tamazight fosters learners’ bottom-up and top-down comprehension skills. We have opted for the experimental method, using an analytic and quantitative approach. The findings of this inquiry indicate that the computer-based interactive videos technology is a significant contributory technique during reading classes to promote learners’ comprehension skills. Its effects emerge typically at the level of the time consumed in comprehension and the macro-skills. We have reached the conclusion which highlights and contends the cause-effect relationship displayed in the aforesaid hypothesis. As a result, we strongly advocate teaching reading comprehension skills of scientific texts using interactive videos via the computer technology to learners of Tamazight.
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| ISSN: | 2716-9189 2676-1750 |