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In the context of English as a foreign language (EFL) education, the efficacy of various instructional approaches has been a subject of ongoing concern. Traditional teacher-led methods have been challenged by the emergence of video-based instruction, raising questions about which approach yields the more effective learning outcomes. This study investigated the impact of student- and teacher-made video implementation versus traditional teacher-led methods on EFL class outcomes. Standardized tests were used to assess the English proficiency levels of 214 students who registered for EFL classes in a higher education institution in Cuenca, Ecuador. A quantitative methodology with quasi-experimental type and Solomon four-group design was applied to examine the effects of these different instructional approaches, comparing groups both with and without pre-tests. The students were organized into groups at random. The results were arranged into two sections, one comparing post-test scores and the other focusing on mean differences among those who experienced both pre-test and post-test assessments. Notably, statistically significant differences were observed in post-test evaluations within the groups that received pre-tests, indicating that it influenced post-test outcomes. However, the most important finding was that the intervention group had a better mean difference in English level than the control group. The findings highlight the importance of considering pre-tests when designing effective instructional strategies and suggest further investigation into the dynamics of video-based versus teacher-led instruction in EFL education.
Argudo-Serrano et al. (Tue,) studied this question.