Second Language Vocabulary Learning from Viewing Video in an EFL Classroom

Autor/in	Yawiloeng, Rattana
Titel	Second Language Vocabulary Learning from Viewing Video in an EFL Classroom
Quelle	In: English Language Teaching, 13 (2020) 7, S.76-87 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Video Technology; Teaching Methods; Vocabulary Development; Pretests Posttests; Scores; Language Tests; Native Language; Visual Aids; Student Attitudes; Multimedia Materials; Visual Stimuli; Auditory Stimuli; Achievement Gains; Thai; Undergraduate Students; Multimedia Instruction; Foreign Countries; Instructional Effectiveness; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Language test; Sprachtest; Anschauungsmaterial; Schülerverhalten; Auditive Stimulation; Achievement gain; Leistungssteigerung; Multimediales Lernen; Ausland; Unterrichtserfolg
Abstract	This study examines the effects of an English vocabulary video on second language vocabulary learning by English as a foreign language (EFL) learners. The conceptual framework is underpinned by Mayer's (2005) Cognitive Theory of Multimedia Learning. The participants were 25 undergraduate students studying at a Thai university. To collect data, five types of research instruments were utilized including a survey of English vocabulary knowledge, pre-test, post-test, the English vocabulary video, and a questionnaire. The findings of this study revealed an increase in the post-test scores after the Thai EFL learners engaged in learning second language (L2) vocabulary using an English vocabulary video. Moreover, the findings also uncovered that the EFL learners gained L2 vocabulary knowledge after viewing the video containing first language (L1) and L2 captions, images, and L2 audios which are relevant to the target words. Furthermore, the results revealed that the EFL students preferred learning L2 vocabulary via video containing both L1 and L2 captions, interesting and related images, and the proper volume of audios. Therefore, the significant findings of this study lead to theoretical and pedagogical implications regarding the significant role of multimedia learning in terms of the links between visual and auditory information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01