Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning

Autor/inn/en	Isazadeh, Parya; Makui, Selma Mohammad Zadeh; Ansarian, Loghman
Titel	Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning
Quelle	In: International Journal of Education and Literacy Studies, 4 (2016) 4, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Video Technology; Teaching Methods; Vocabulary Development; Scores; Experimental Groups; Pretests Posttests; Language Proficiency; Language Tests; Language Teachers; Control Groups; Instructional Materials; Extraversion Introversion; Comparative Analysis; Statistical Analysis; Cognitive Style; Adult Students; Neurosis; Personality Measures; Iran; Eysenck Personality Inventory + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Language teacher; Sprachunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Statistische Analyse; Cognitive styles; Kognitiver Stil; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Neurose
Abstract	The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n = 180) language learners. Considering 1 standard deviation above and below the mean score, one hundred twenty-three (n = 123) language learners were selected for the study. These participants were distributed into 4 experimental groups (with 25 learners) and a control group (with 23 learners). Researcher-made vocabulary pretest and posttest which were designed using the vocabularies from the movies were also administered to the participants. The findings of the study after three weeks of treatment revealed that both authentic video materials and instructional video materials can have positive effect on vocabulary learning of Iranian EFL learners. This effect, however, is not different among extrovert learners. It was also revealed that introvert EFL learners benefit more from authentic video materials. The findings of the study could be used by material developers or language teachers who may wish to use video materials in their classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01