Impact of Using Authentic Videos on Foreign Language Vocabulary Learning

Yıl 2024, Sayı: Ö14, 1179 - 1198, 21.03.2024

Özlem Zabitgil Gülseren , Sevde Araz

https://doi.org/10.29000/rumelide.1455170

Öz

This study investigated the impact of authentic video use on the vocabulary reservoir of English language learners and aimed to compare the effectiveness of this technique to traditional techniques. The study included 45 students in two language classes with B1 English proficiency levels. The language context took place in a preparatory school at a foundation university in Istanbul. Half of the 45 students were chosen as the control group, and the other half became the experimental group. In the control group, the students were taught target vocabulary merely by the definitions and translations provided by the teacher. The experimental group was taught vocabulary using short excerpts from authentic videos such as different series, movies, and songs. The study lasted seven weeks. A pretest and post-test were given to both participant groups to assess their vocabulary discernment. The results of the quantitative data demonstrated that the experimental group was much more successful in their vocabulary learning process than the control group as the test fort he vocabulary recognition indicated, and each student had significant improvement in their target vocabulary knowledge, proven by the number of correct answers marked in the vocabulary test. In addition to the quantitative data, interviews with 6 open-ended questions, provided a deeper understanding of students' views about authentic video excerpts. Interviews were conducted with 10 students from the experimental group. The results indicated that students had positive attitudes toward the use of authentic video excerpts in the language classroom and expressed support for being more effective in vocabulary building.

Anahtar Kelimeler

Authentic Videos, Vocabulary Learning, Vocabulary Retention, Language Learner, Language Learning

Kaynakça

• Allen, V. F. (1983). Techniques in Teaching Vocabulary. Oxford University Press, 200 Madison Ave., New York.
• Bromley, K. (2002). Stretching Students' Vocabulary: Best Practices for Building the Rich Vocabulary Students Need to Achieve in Reading, Writing, and the Content Areas.
• Cameron, L. 2001. Teaching Language to Young Learners. Cambridge: Cambridge University Press.
• Can, A. (2018). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Atıf İndeksi, Ankara.
• Cakir, I. (2006). The use of video as an audio-visual material in foreign language teaching classrooms. Turkish Online Journal of Educational Technology-TOJET, 5(4), 67-72.
• Doğan, A. F. (2009). Use of Video in Teaching Vocabulary to Intermediate Students. Selçuk Üniversitesi, 2009.
• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.
• Harmer, J. (1991). The Practice of English Language Teaching: New Edition. New York: Longman.
• Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge University Press, 40 West 20th Street, New York.
• Köse, Y. (2013). A study on using videos for vocabulary learning (Master's thesis, Sosyal Bilimler Enstitüsü).
• Nation, P. (1990). Teaching and learning vocabulary. In Handbook of Practical Second Language Teaching and Learning. Routledge.
• Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teacher. Upper Saddle River, NJ: Prentice Hall.
• Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY 41042-2978.
• Rosyidah, M. T. L., & Giyoto, H. (2017). Teaching Vocabulary for the Second Grade Students of SMP A-Islam Kartasura in academic year 2017/2018. Universitas IAIN Surakarta: Surakarta.
• Schmitt, N. (2000) Vocabulary in Language Teaching. Cambridge University Press, Cambridge.
• Thomas. D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation. 27(2). 237-246.
• Winke, P. M. (2005). Promoting motivation in the foreign language classroom. Clear News, 9(2), 1-6.
• Yassaei, S. (2012). Using Original Video and Sound Effects to Teach English. In English teaching forum (Vol. 50, No. 1, pp. 12-16). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC.
• Yuksel, D., & Tanriverdi, B. (2009). Effects of watching captioned movie clip on vocabulary development of EFL learners. Online Submission, 8(2).