Inclusive Multicultural Videos: An Engaging Approach in Teaching Higher Educational Levels of English

Abstract

Students studying different levels of English require special attention in a higher educational classroom, especially when such levels are part of a university requirement and are not treated with the same focus as specialty courses. Hence, the aim of this study is to implement a teaching method that uses multicultural videos throughout an English level course to enhance student learning. This paper uses a survey approach given to students of different majors registered in two English levels at the German Jordanian University. In total, 53 students have responded. Ordinal scales are used through descriptive statistics analysis with a frequency check of the demographic data. Cronbach's alpha is calculated for each section of the survey, proving a valid consistency of three dependent variables. DV1 α = 0.935, DV2 α = 0.930, and DV3 α = 0.921. A one-way ANOVA test was then used in order to interpret the relationship between the independent variable: multicultural videos, and the three dependent variables. The results of this study confirm the hypothesis that there is a positive relationship between multicultural videos and their dependent variables, reflecting on how this particular method promotes inclusive teaching in a higher educational classroom, and can help students from different cultural and educational backgrounds participate and engage fruitfully. Through this study, the Universal Design for Learning is tested on higher educational students without disabilities but have debility of different educational and cultural backgrounds, making the need for a material source, such as multicultural videos, used to promote inclusive education, which is an important factor when teaching English as a foreign language.

Exploring Information Behaviour: A Cross-Cultural Analysis of Educational Video Consumption among LIS Students in Three Countries

“…Subtitles not only assist the hearing-impaired but also benefi t those who wish to watch videos in languages other than their native one (Valor Miró et al, 2018). The provision of subtitles in multiple languages enables viewing by a multicultural audience, eff ectively promoting inclusive learning and teaching during lectures (AlTaher, 2020;Boté-Vericad, 2021b) and enhancing students' learning outcomes and knowledge retention (Rodríguez-García et al, 2017). Despite variations in viewing frequency and preferences, all participants watched videos on a daily basis.…”