The Effectiveness of Student-Produced CapCut Videos in Enhancing the Learning and Retention of English Tenses Among Tenth-Grade Palestinian EFL Students in Public Schools

• Adeoye‐Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. Journal of the American College of Clinical Pharmacy, 4(10), 1358–1366.

https://doi.org/10.1002/jac5.1441

• Ajabshir, Z. F. (2024). Empowering EFL writing through digital storytelling: A quasi-experimental assessment of CALF measures and multidimensional engagement. Acta Psychologica, 241, 104564. https://doi.org/10.1016/j.actpsy.2024.104564 (PubMed)

• Andhika, R. T. I., & Wahono, M. (2024). CapCut-based learning media to enhance students’ creativity in creative writing. English Review: Journal of English Education, 12(2), 373–382. https://doi.org/10.25134/erjee.v12i2.9808 (Cell)

• Arruabarrena, R., Sánchez-Prieto, J. C., León, C., & Martínez-Monés, A. (2021). A novel taxonomy of student-generated video styles. International Journal of Educational Technology in Higher Education, 18(1), 51. https://doi.org/10.1186/s41239-021-00295-6 (SpringerOpen)

• Atkinson, H., Gould, P. R., Greeff, J., & Naidoo, L. (2024). Student-generated videos: A review of 100 studies. Active Learning in Higher Education. https://doi.org/10.1177/14697874231225437

• Bai, Y., & Xian, H. (2024). Exploring the interplay of digital storytelling, L2 speaking skills, self-regulation, and anxiety in an IELTS preparation course. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-04109-8 (Nature)

• Bakla, A. (2022). Comparing teacher-created interactive videos with YouTube videos in a flipped learning context. E-Learning and Digital Media, 19(4), 337–357. https://doi.org/10.1177/20427530221107789 (SAGE Journals)

• Bardovi-Harlig, K., & Comajoan-Colomé, L. (2020). The aspect hypothesis and the acquisition of L2 past morphology in the last 20 years: A state-of-the-scholarship review. Studies in Second Language Acquisition, 42(5), 1137–1167. https://doi.org/10.1017/S0272263120000194 (Cambridge University Press & Assessment)

• Birova, L., Remkova, A., Vachalova, M., & Cechova, I. (2023). Flipped classroom in EFL: A teaching experience with pre-service teachers. Frontiers in Psychology, 14, 1269981. https://doi.org/10.3389/fpsyg.2023.1269981 (Frontiers)

• Bobkina, J., Baluyan, S., & Domínguez Romero, E. (2025). Tech-enhanced vocabulary acquisition: Exploring the use of student-created video learning materials in the tertiary-level EFL flipped classroom. Education Sciences, 15(4), 450. https://doi.org/10.3390/educsci15040450 (MDPI)

• Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.https://uk.sagepub.com/en-gb/eur/thematic-analysis/book248481

• British Council. (2022). English for Palestine — Grade 1 Digital Catalogue. https://www.britishcouncil.ps/sites/default/files/1st_grade.pdf (confirms English from Grade 1).

• British Council. (2025). An evaluation of primary and secondary English teaching and learning in Palestine. https://www.britishcouncil.ps/sites/default/files/an_evaluation_of_primary_and_secondary_english_teaching_and_learning_in_palestine.pdf (official report; no DOI).

• British Council. (2025, May). An evaluation of primary and secondary English teaching and learning in Palestine. (Official report; no DOI). https://www.britishcouncil.ps/sites/default/files/an_evaluation_of_primary_and_secondary_english_teaching_and_learning_in_palestine.pdf

• Brockbank, E., & Walker, C. M. (2022). Explanation impacts hypothesis generation, but not evaluation, during learning. Cognition, 225, 105100. https://doi.org/10.1016/j.cognition.2022.105100 (PhilPapers)

• Bytedance Pte. Ltd. (n.d.). CapCut – Video Editor [Mobile app]. App Store. https://apps.apple.com/app/capcut-video-editor/id1500855883 (ERIC)

• CapCut. (n.d.). CapCut | All-in-one video editor. https://www.capcut.com/ (ThaiJo)

• Cohen, L., Manion, L., & Morrison, K. (2022). Research methods in education (9th ed.). Routledge. https://www.routledge.com/Research-Methods-in-Education/Cohen-Manion-Morrison/p/book/9780367701303 .

• Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. https://us.sagepub.com/en-us/nam/research-design/book262880

• Epps, B. S., Luo, T., & Muljana, P. S. (2021). Lights, camera, activity! A systematic review of research on learner-generated videos. Journal of Information Technology Education: Research, 20, 405–427. https://doi.org/10.28945/4874 (informingscience.org)

• Epps, J. B., McKeown, B., Rubb, R., & Mishra, S. (2021). Learner-generated video: A systematic literature review (2012–2020). Journal of Information Technology Education: Research, 20, 271–308. https://doi.org/10.28945/4874

• Fields, D. A., Kafai, Y. B., Morales-Navarro, L., & Walker, J. T. (2021). Debugging by design: A constructionist approach to high school students’ crafting and coding of electronic textiles as failure artefacts. British Journal of Educational Technology, 52(3), 1078–1092. https://doi.org/10.1111/bjet.13079 (bera-journals.onlinelibrary.wiley.com)

• Fiorella, L. (2023). Making sense of generative learning. Educational Psychology Review, 35, 50. https://doi.org/10.1007/s10648-023-09769-7 (hachettelearning.com)

• Hanum, N. R., Agustien, R., & Septiana, R. (2024). CapCut-based learning media to support Merdeka Belajar curriculum. In Proceedings of the 3rd International Conference on English Language Teaching (ICELT) (pp. 1–8). EAI. https://doi.org/10.4108/eai.4-2-2024.2339327 (Wiley Online Library)

• Huddleston, R., Pullum, G. K., & Reynolds, B. (2022). A student’s introduction to English grammar (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781009085748 (ResearchGate)

• Javan Amani, Z., Sadeghi, K., & Alavinia, P. (2024). Combined effect of the phase of explicit instruction and feedback timing on task performance and grammar acquisition. Teaching English Language, 18(2), 69–92. https://doi.org/10.22132/tel.2024.341440.1374 (teljournal.org)

• Jubran, S. M., & Khrais, S. M. (2023). The dilemma of utilising the present perfect tense in English writing by Arab English learners. Journal of Language Teaching and Research, 14(5), 1430–1437. https://doi.org/10.17507/jltr.1405.32 (SciSpace)

• Klomkaew, S., & Boontam, P. (2023). Corpus-based grammar instruction: Effects on EFL learners’ grammar performance. Shanlax International Journal of Education, 11(4), 63–70. https://doi.org/10.34293/education.v11i4.6385

• Klomkaew, T., & Boontam, P. (2023). Effectiveness of grammar learning through data-driven learning (DDL) with undergraduate students. Shanlax International Journal of Education, 11(4), 30–44. https://doi.org/10.34293/education.v11i4.6385 (ERIC)

• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

• Lam, J. Z., & Yunus, M. M. (2023). Student-produced video for learning: A systematic review. Journal of Language Teaching and Research, 14(2), 386–395. https://doi.org/10.17507/jltr.1402.14 (ResearchGate)

• Lam, S. C., & Yunus, M. M. (2023). Digital storytelling to enhance writing skills: A systematic review. Journal of Language Teaching and Research, 14(11), 1015–1028. https://doi.org/10.17507/jltr.1411.17

• Luo, Y. (2022). Dual-coding-based multimedia English teaching and its effects. Scientific Programming, 2022, 5951844. https://doi.org/10.1155/2022/5951844 (Frontiers)

• Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press. (Handbook overview DOI for the 3rd-ed. series: https://doi.org/10.1017/9781108894333) (Cambridge University Press & Assessment)

• Mayer, R. E. (2022). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (3rd ed., pp. 57–72). Cambridge University Press. https://doi.org/10.1017/9781108894333.008 (SCIRP)

• Mayer, R. E. (2024). The past, present, and future of CTML. Educational Psychology Review, 36(2), 19–46. https://doi.org/10.1007/s10648-023-09842-1 (ERIC)

• Mayer, R. E. (2024). The past, present, and future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36, 8. https://doi.org/10.1007/s10648-023-09842-1 (SpringerLink)

• Michaud, G., & Ammar, A. (2023). Explicit instruction within a task: Before, during, or after? Studies in Second Language Acquisition, 45(2), 442–460. https://doi.org/10.1017/S0272263122000316 (Cambridge University Press & Assessment)

• Monib, W. K., Qazi, A., & Apong, R. A. (2024). Microlearning in higher education: A systematic review. Heliyon, 10(9), e41413. https://doi.org/10.1016/j.heliyon.2024.e41413

• Morris, T. H. (2020). Experiential learning – A systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077. https://doi.org/10.1080/10494820.2019.1570279 .

• Mudhsh, B. A., Al-Raimi, M., & Al-Maashani, A. (2024). Present perfect tense in Arabic and English: A comparative analysis. Studies in Humanities and Education, 5(1), 21–28. https://doi.org/10.48185/she.v5i1.1008 (SABA Publishing)

• Mykytiuk, S., Lysytska, O., Chastnyk, O., & Mykytiuk, S. (2025). Educational potential of student-generated visuals for learning English as a second language in the age of artificial intelligence. IAFOR Journal of Education, 13(1), 241–269. https://doi.org/10.22492/ije.13.1.10 (The International Academic Forum (IAFOR))

• Mykytiuk, S., Lysytska, O., Chastnyk, O., & Mykytiuk, S. (2025). Educational potential of student-generated visuals for learning ESL in the age of AI. IAFOR Journal of Education, 13(1), 241–269. https://doi.org/10.22492/ije.13.1.10 (The International Academic Forum (IAFOR))

• Nami, F., Keshavarz, M. H., & Karimi, P. (2024). Exploring the effect of EFL students’ self-made digital stories on vocabulary knowledge. System, 119, 103205. https://doi.org/10.1016/j.system.2023.103205 (europarl.primo.exlibrisgroup.com)

• Pawabutra, P., & Sutakote, C. (2024). An analysis of grammatical errors in English speaking of Thai EFL learners. Journal of English Language and Linguistics, 5(3), 297–313. https://doi.org/10.62819/jel.2024.625

• Phuong, H. Y., Tran, N. B. C., Nguyen, T. T. L., Lam, T. D., Bui, N. Q., & Le, T. T. (2025). From tests to tasks: How Vietnamese EFL teachers navigate washback through formative assessment practices. Language Testing in Asia, 15, 45. https://doi.org/10.1186/s40468-025-00392-7 (SpringerOpen)

• Seruni, F. (2023). Error analysis on simple past tense used in short story made by EFL students. ELITE: English and Literature Journal, 10(1), 39–48. https://doi.org/10.24252/elite.v10i1.36597

• Takahashi, Y., & Thumawongsa, N. (2024). Verb error analysis of Thai EFL Generation Z and Generation Alpha students in Thailand. rEFLections, 31(2), 543–567. https://doi.org/10.61508/refl.v31i2.274817 (so05.tci-thaijo.org)

• Taylor, C. (2023). The justification for explicit grammar instruction is overstated. MEXTESOL Journal, 47(2). No DOI assigned; official open-access text via ERIC: https://files.eric.ed.gov/fulltext/EJ1397178.pdf (ERIC)

• Teng, C., Heydarnejad, T., Hasan, A. A., Omar, H., & Sarabani, S. (2022). Mobile assisted language learning in learning English through social networking tools: An account of Instagram feed-based tasks on learning grammar and attitude among EFL learners. Frontiers in Psychology, 13, 1012004. https://doi.org/10.3389/fpsyg.2022.1012004 (Frontiers)

• Teng, M. F., Hassan, A. M., & Hu, Y. (2022). Instagram feed-based grammar learning vs. webinar lessons: Effects and perceptions. Frontiers in Psychology, 13, 1012004. https://doi.org/10.3389/fpsyg.2022.1012004

• Thanh, T. N. (2023, October). The use of CapCut in students’ pronunciation practice (VietTESOL International Convention). https://viettesolassociation.org.vn/?s=capcut

• Watanapokakul, S. (2024). Enhancing active grammar learning in a synchronous online EFL undergraduate classroom: Development and assessment of the LPCR online instructional model. rEFLections, 31(3), 990–1014. https://doi.org/10.14456/reflections.2024.XX (publisher DOI shown on article PDF/record) (Mahidol University)

• Watanapokakul, S. (2024). Enhancing active grammar learning in a synchronous online EFL undergraduate classroom: Development and assessment of the LPCR online instructional model. rEFLections, 31(3), 990–1022. https://doi.org/10.61508/refl.v31i3.276044 (ThaiJo)

• Xodabande, I., & Boroughani, M. (2023). Mobile-assisted focus on forms for academic collocations: Effects on EFL learners’ writing. Frontiers in Psychology, 14, 1177010. https://doi.org/10.3389/fpsyg.2023.1177010

• Xodabande, I., & Boroughani, T. (2023). Mobile-assisted focus on forms in English for academic purposes instruction: Investigating the impacts on learning academic words. Frontiers in Psychology, 14, 1071555. https://doi.org/10.3389/fpsyg.2023.1071555 (Frontiers)

• Zeng, X., Chen, X., & Shirai, Y. (2021). Lexical and grammatical aspect in on-line processing of English past tense and progressive aspect by Mandarin speakers. Frontiers in Psychology, 12, 661923. https://doi.org/10.3389/fpsyg.2021.661923 (Frontiers)