Educational videos have become increasingly influential in shaping young learners’ language experiences, particularly in early grade levels. This case study investigated the experiences of Grade 2 learners as they engaged with Blippi educational videos, explored how learners perceived the videos’ role in their English language learning, and understand why learners’ respond to Blippi videos the way they do. The participants were a teacher and sixteen purposively selected Grade 2 pupils from a public school in Tudela, Misamis Occidental. Data were collected through focus group discussions using an interview guide and analyzed using Yin’s approach. It revealed eight themes: joyful learning through playful engagement; navigating English across home and school contexts; connecting video content to real-life actions; ease and enjoyment in learning words; vocabulary and spelling development; extending learning beyond the screen through sharing and application; experiencing enjoyment and visual stimulation; and developing understanding through clear and memorable language. Findings indicate that Blippi videos promote multisensory, enjoyable, and socially shared learning experiences that support vocabulary acquisition, spelling development, and motivation. It highlights their potential as effective supplementary tools in early English language instruction. It is recommended that schools, parents, policymakers, and community partners utilize resources like Blippi videos to enhance English language learning, while future studies may examine long-term or quantitative impact.
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