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The Impact of Interactive Videos on Improving English Writing Skills of 8th Graders in Saudi Arabian Public Schools

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  • Najla AlNehabi

Abstract

This quasi-experimental study (wherein n = 25 eighth-grade students from one public school in eastern Riyadh, Saudi Arabia) examined the impact of interactive videos on English as a foreign language (EFL) writing skills, including sentence construction, vocabulary, cohesion, comprehension, and grammar. Drawing from multimedia learning theory (Mayer, 2017) and the Interactive, Constructive, Active, Passive (ICAP) framework (Chi & Wylie, 2014), we implemented a single 10-minute interactive video with quizzes, branching scenarios, and immediate feedback in one session. Quantitative analysis used pre- and post-writing scores, which we assessed via a validated rubric (inter-rater reliability-α = .87), revealing significant improvements in sentence construction (M = 4.2, SD = .6), cohesion (M = 4.0, SD = .7), and comprehension (M = 4.1, SD = .5), with moderate gains in vocabulary (M = 3.5, SD=1.0) and grammar (M = 3.4, SD = 1.1); inferential tests confirmed statistical significance (p < .05). Qualitative data from student reflections indicated heightened motivation and engagement. Strong correlations emerged among skills (r = .72–.89, p < .01), though limitations such as the absence of a control group and small sample size restricted causality claims. Findings suggest that interactive videos enhance EFL writing when paired with teacher guidance, with implications for Saudi curricula.

Suggested Citation

  • Najla AlNehabi, 2026. "The Impact of Interactive Videos on Improving English Writing Skills of 8th Graders in Saudi Arabian Public Schools," English Language Teaching, Canadian Center of Science and Education, vol. 19(2), pages 107-107, February.
    • Handle: RePEc:ibn:eltjnl:v:19:y:2026:i:2:p:107
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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