Philip Abayomi Olorunfemi
Usmanu Danfodiyo University Sokoto; Nigeria; https://orcid.org/0009-0000-2092-2406
DOI: https://doi.org/10.36534/erlj.2025.02.11
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2025-2(14). THE ACTIVE DIMENSION OF LANGUAGE AND OF LINGUISTIC EDUCATION, pp. 148-159.
Abstract
This study examined the effectiveness of harnessing dramatic videos to enhance English language performance among learners with Attention-Deficit/Hyperactivity Disorder (ADHD) at Landmark College, Ikorodu, Lagos State, Nigeria. A quasi-experimental mixed-methods research design was adopted to allow for both quantitative measurement of academic performance and qualitative exploration of learners’ engagement and perceptions. The population comprised all students formally identified with ADHD at Landmark College, from which 90 students were purposively selected based on prior clinical identification, consistent school attendance, and active enrollment in English language classes. This sample size was considered adequate to ensure statistical reliability, represent varied ADHD presentations, and allow for meaningful comparison between pre and post-intervention outcomes. Data were collected using English Language Achievement Tests (ELAT) administered before and after the intervention, structured classroom observation checklists, and semi-structured interview guides. The intervention involved the systematic integration of curriculum-aligned dramatic videos into English language lessons over an eight-week period. Quantitative data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (paired-sample t-test), while qualitative data were analyzed thematically to complement the quantitative findings. The results revealed a significant improvement in students’ English language performance, particularly in listening comprehension, vocabulary acquisition, and speaking skills, following exposure to dramatic video-based instruction. Classroom observations and interview responses further indicated increased learner attention, motivation, and sustained engagement during lessons. The study concludes that dramatic videos constitute an effective instructional strategy for supporting English language learning among students with ADHD. The study recommends the integration of dramatic video-based instruction into the English language curriculum, targeted teacher training on multimedia-assisted pedagogy, and the development of inclusive instructional policies that address the learning needs of students with attention-related challenges.
Keywords: dramatic videos, enhancement, ADHD, English language, performance, learners, Landmark College
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