Practica (Task 1).

 Problem statement: the study suggest that the textbooks are evaluated in a
decontextualized way, also in textbooks aspects of nonverbal language are lost.
 Objective: the authors want to know what would happen if grammar was taught by videos
and also know if there would be a change in customs or model among grammar teachers.
 Data collection: the authors used the repertory grid technique for data collection.
 Participants: four adult learners taking English courses for business purpose (they work
during the day) at a private language school (ESP course at A1 level).
 Action plan: the participants had to think about three grammar teachers, one they
deemed as effective, one they deemed as typical and finally an ineffective teacher, in
anonymous way and write down their resembling and contrasting properties, then the
teachers used video materials in line with the curriculum of the participants ESP class,
these videos-based instruction were applied in the classroom for a month, totally 24
hours.
 Findings: each participant went through a change in their way of constructing an effective
grammar teacher.
 Conclusion: usage of videos for grammar teaching motivated the students to take part in
the lessons, and it was possible to appreciate how the grammar teacher model changed.

Practica (task 2).

● Problem: the students do not want to use traditional course books and get bored with the
activities that are not related with the context and their aims.
 Objective: as an objective, we want to know if the use of videos or multimedia material to
teach grammatical rules is 100% effective for English language learners.
 Participants: second year students belonging to our career.
 Data collection: We will use anonymous online surveys (google form) for data collection,
where we will ask whether you agree (or disagree) that videos and multimedia materials
are useful for teaching grammar.
 Action plan: