Enhancing Technical English Proficiency: A Video-Based Approach for Female Students at Industrial Colleges in Saudi Arabia

Abstract

This research used constructivist theory and socio-cultural perspectives to investigate how video-based learning affected the technical English ability of female students at Yanbu Industrial College. The study involved 60 Saudi female ESL students at the intermediate English level, who were chosen through convenience sampling to participate. The study promoted tailored strategies to enhance language acquisition by highlighting the need for focused interventions to close the gap between acknowledged advantages and the real use of video resources. Utilizing a mixed-method approach, the study assessed students' perceptions of and experiences with video materials. Only 15% of respondents actually used instructional videos, despite the fact that a considerable 92% of respondents acknowledged the need for help in Technical English. This indicates a major disconnect between perceived requirements and actual use. During the intervention, observations revealed a changed classroom setting that featured dynamic, multimedia-driven learning in place of conventional teaching techniques. In order to improve language competency, this research highlighted the need to align identified demands with useful resource utilization. It also offers critical insights into effective instructional methodologies.