THE ROLE OF BLENDED GRAMMAR INSTRUCTION IN ENHANCING EFL LEARNERS' COMMUNICATIVE COMPETENCE: A FOCUS ON YOUTUBE INTEGRATION

Abstract

This study investigates the impact of YouTube-integrated blended grammar instruction on Ethiopian EFL learners' communicative competence and their perceptions of grammar learning. A one-group repeated time-series quasi-experimental design was used with 16 second-year English major students at Dilla College of Teacher Education. The 14-week intervention combined face-to-face grammar teaching with YouTube videos to present grammar in real-life contexts. Data were collected through four grammar tests and semi-structured interviews, analyzed quantitatively using the Friedman test and Wilcoxon Signed-Rank Tests, and qualitatively through thematic analysis. The results show significant improvements in grammatical accuracy, fluency, and overall communicative competence. Students reported positive perceptions of the blended approach, citing increased engagement and flexibility in accessing learning materials. However, challenges such as cognitive overload and varying levels of digital literacy were noted. The study highlights the potential of blended learning, especially in resource-constrained contexts like Ethiopia, to enhance grammar instruction. It also emphasizes the importance of structured guidance, addressing infrastructural barriers, and adapting content to the local educational environment. This study contributes to the growing body of research on multimedia-enhanced language teaching and suggests future research directions to explore long-term effects and personalized instructional strategies.