The Impact of YouTube-Integrated Blended Grammar Instruction on EFL Students' communicative use of grammar Supporting Data: Grammar and Writing in EFL (Ethiopia) Dataset for a Blended Grammar Instruction Study in Ethiopia

This dataset supports the study titled “The Impact of YouTube-Integrated Blended Grammar Instruction on EFL Students’ Communicative Use of Grammar and Learning Perceptions,” conducted at Hawassa University, Ethiopia. The dataset includes: ·         Communicative Grammar Test Scores were collected at four intervals (pre-test, post-test I, mid-test, and post-test II) from 16 EFL students enrolled in the "English Grammar in Use" course. The tests assessed students' ability to apply grammar in authentic written contexts. ·         Attitude Questionnaire Results measuring students’ evolving perceptions of the blended grammar instruction across dimensions of engagement, motivation, and satisfaction using a 5-point Likert scale. The intervention integrated YouTube videos with classroom teaching following the SAMR model, and data were collected as part of a one-group repeated time-series design. This dataset is intended for replication studies, comparative educational research, or methodological reference in the areas of blended learning, EFL grammar instruction, and technology-enhanced pedagogy. This dataset and supporting materials were generated as part of a one-group repeated time-series quasi-experimental study investigating the effects of YouTube-integrated blended grammar instruction on Ethiopian EFL college students’ communicative use of grammar and learning perceptions. The instructional intervention was implemented over 14 weeks and included curated YouTube videos, online grammar platforms, and collaborative discussions. The data include pre- and post-intervention grammar test scores, attitude questionnaires, student reflections, and interview transcripts. This study contributes to the growing body of research on multimedia-enhanced language instruction in African EFL contexts. This dataset supports a mixed-methods study on the impact of YouTube-integrated blended grammar instruction on the communicative grammar use of Ethiopian EFL learners. It includes grammar test results, attitude survey responses, and student interview data collected across a 14-week intervention period. The files provided document an innovative instructional approach combining YouTube videos, online grammar tools, and messaging platforms to enhance grammar learning among Ethiopian college-level EFL students. The study offers insight into digital literacy, engagement, and language performance in low-resource settings.