Comparision of computer adaptive individual video tutoring with whole class video lessons

The purpose of this study is twofold: first, to examine the recent developments in the field of computer assisted language learning/testing and to investigate how these developments can be best integrated with video utilization techniques in a language classroom. The special reason for trying to combine these developments with the use of video for language teaching was that; from the point of communicative approach, video is a motivating and meaningful teaching material which offers more clues to meaning and which can make learning in the classroom more like what occurs outside the classroom. The second purpose of this study -with the light of information gathered and on the basis of students? perspective on video and computers- is to suggest a new model of video tutoring, named as Computer Adaptive Individual Video Tutoring. A software was developed to integrate computer assisted language testing principles with the use of video in language teaching so that video lessons take place as an interactive and student centered learning process based on the principles of Communicative and Cognitive approaches. In order to reveal the effectiveness and pedagogic value of the software, a contrastive study was conducted. Lesson plans, classroom observations, four achievement tests and a questionnaire were used to reveal the difference between traditional whole class video lessons and the computer adaptive individual video lessons.The data collected indicated that computer adaptive video tutoring might have a great positive impact on enhancing learning and retention of knowledge as well as dramatically increasing student motivation, participation and engagement.