واقع استخدام الفيديو التفاعلي وصعوبات توظيفها في تدريس مفردات اللغة الإنجليزية للمرحلة الثانوية من وجهة نظر المعلمات في مكة المكرمة
The study aimed to identify he reality of using interactive video in teaching English vocabulary and the difficulties facing its use from the point of view of female English language teachers at the secondary stage in Mecca, and to identify whether there are statistically significant differences between their viewpoints attributed to the variables of the study (academic qualification - technical experience - number of courses in educational applications). To achieve these goals, the study used the descriptive survey method, and the questionnaire as a tool for the study, which included (27) items. The study sample consisted of (104) English language teachers for the secondary stage in Makkah Al Mukarramah. The study reached the following results: The reality of the teachers' use of the interactive video in teaching English language vocabulary was rated (agree), and the teachers face difficulties in employing the interactive video in teaching English vocabulary with a degree of appreciation (Somewhat agree), as the results showed. There are statistically significant differences at the level (α≤0.05) in using interactive video in teaching English vocabulary in favor of those with technical experience (the expert) and more training courses. While there are no statistically significant differences in the difficulties of using the interactive video in teaching English vocabulary due to the study variables. In the light of these results, the researcher recommended intensifying training courses in electronic educational applications because of their impact on the survival of the impact of learning and the use of vocabulary in an effective manner. (Published abstract)