Integration of Audiovisual Input via TED-ED Videos and Language Skills to Enhance Vocabulary Learning

Y

18

Vocabulary Development; Second Language Learning; Second Language Instruction; English (Second Language); Linguistic Input; Speeches; Video Technology; Comparative Analysis; Pretests Posttests; Language Skills; Measures (Individuals); Task Analysis; Audiovisual Instruction; Films; Word Frequency; Teaching Methods; Foreign Countries

2395-9908

Vocabulary knowledge plays a primary role in the ability to communicate in a second/foreign language. The present study examined how different input or output modalities combined with audiovisual input provided by TED-ED videos could foster vocabulary learning. In doing so, some written tasks and exercises were used to facilitate the process. Participants were 56 upper-intermediate EFL learners in four classes who were selected based on convenience sampling. They were randomly assigned to one control and three experimental groups. Audiovisual input was employed in the experimental groups and was followed by speaking (n=13), listening (n=14), and reading (n=15) activities. The control group (n=14) practiced the same materials via reading and listening to control the audiovisual input effect. A Vocabulary Knowledge Scale (VKS) administered at the outset helped in selecting 60 unknown words. After the instruction treatment, the participants took immediate and delayed post-tests. Multivariate analysis of variance (MANOVA) showed that audiovisual input, followed by speaking activities was more effective than other types of classroom practices. The frequency of target words in the tasks and the results of statistical analysis (mixed between within-subjects analysis of variance) on the exercises confirmed the MANOVA results. The retrospective questionnaire underlined the role of the films in vocabulary learning. The researchers concluded that audiovisual input followed by spoken output was more useful than audiovisual input followed by listening or reading. In addition, although facilitative, written tasks and exercises did not have a differential role in the results. The study has implications for SLA researchers, language teachers, and practitioners.

As Provided

2021

EJ1289009