This study is a phenomenological, qualitative study that explores EFL teachers' perceptions about the use of interactive videos and integrating it into English classes at the Hebron Governorate schools of Palestine. The current study will outline the benefits, challenges, and impact of IVs on teaching methods and the academic performance of learners. Semi-structured interviews involved ten EFL teachers who teach at public schools within the Hebron district. For the purpose of this research, participants were chosen according to a purposeful sampling strategy, considering previous experience in using IVs. Data collection entailed interviews via Zoom; afterwards, transcription and thematic analysis were carried out to identify patterns 15717 and themes. Teachers show a good perception about using the interactive videos, and the they admit that the interactive videos enhance students' engagement and develops language skills more motivationally. Regarding this, it improves their listening comprehension, vocabulary building, and overall language proficiency. However, the significant barriers to integration on the part of teachers involve technological limitations in terms of insufficient hardware and unreliable internet connectivity, lack of professional development regarding integration of technology, lack of time due to increased pressures of preparation, and rigid curricula not allowing for innovative.

Title

فواز عقل

Publisher

مجلة الجامعة الاردنية

Publisher Country

Jordan

Publication Type

Prtinted only

Volume

35

Year

2024

Pages

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