Enhancing Student Motivation and Academic Achievement through Interactive Video Lessons in Workplace English

This study addresses the persistent challenge faced by university students in maintaining motivation and achieving proficiency in complex Workplace English, a context where traditional instruction often falls short. We examined whether incorporating interactive video lessons could offer a more engaging learning experience. A mixed-methods research design was implemented over one academic semester with a cohort of junior students enrolled in a compulsory English course. The intervention utilized the iSLCollective platform to customize video content by embedding interactive questions and tasks into existing lessons from an established English language teaching resource. Data were gathered through pre- and post-intervention English proficiency assessments, complemented by motivational surveys measuring goal orientation, task value, control beliefs, and self-efficacy. Quantitative analyses revealed notable positive trends and statistically significant gains in both student motivation and academic achievement. Participants reported increased drive to learn, alongside greater confidence in mastering the material. Qualitative feedback further highlighted that interactive questions, immediate feedback, and gamified elements were favorably received by students. These findings suggest that interactive multimedia tools can serve as a promising auxiliary approach to enhance learner engagement and support second language acquisition. Future research incorporating control groups should explore the long-term impact of this approach across broader educational settings.