Learning Vocabulary Through Instructional Subtitled Videos
This quantitative and qualitative research paper attempts to demonstrate to what extent instructional subtitled videos influence students’ vocabulary learning. The main objective is to know how this visual strategy contributes to increasing students’ new vocabulary power in meaningful contexts. This is an action–research study, which is based on the use of qualitative and quantitative methods. The applied data collection techniques included the following: a) a pre–test, in order to identify students’ difficulties regarding vocabulary, b) three classroom observations in which three lesson plans, based on ESA (Engage, Study, and Activate) Model, were done; c) a teacher-researcher’s diary to reflect about students’ performance in the whole implementation process was used, d) a semi-structured interview was designed in order to collect participants’ comments on subtitled videos, and e) a post-test by measuring students’ vocabulary knowledge for language improvement.
The analysis of the data showed that the use of instructional subtitled videos helped students to learn vocabulary. The intervention stage helped participants to perform better on the post-test than the pre-test. The target words were contextualized and presented through the combination of sounds, images, and text, simultaneously. The data also showed that the participants considered that the videos were useful to remember the new words and to use them in meaningful communicative contexts. After discussing the findings of the study in the light of the theory, its implications and limitations, as well as some considerations for further research, were presented.
Harji, M. B., Woods, P. C., & Alavi, Z. K. (2010). The effect of viewing subtitled videos on vocabulary learning. Journal of College Teaching & Learning (TLC), 7(9). https://doi.org/10.19030/tlc.v7i9.146
Kovacs, G., & Miller, R. C. (2014, April). Smart subtitles for vocabulary learning. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 853-862). ACM. https://doi.org/10.1145/2556288.2557256
Naghizadeh, M., & Darabi, T. (2015). The Impact of Bimodal, Persian and No-Subtitle Movies on Iranian EFL Learners' L2 Vocabulary Learning. Journal of Applied Linguistics and Language Research, 2(2), 66-79.
Rowsell, J., & Walsh, M. (2011). Rethinking literacy education in new times: Multimodality, multiliteracies, and new literacies. Brock Education Journal, [online]. 21, 53-62. https://doi.org/10.26522/brocked.v21i1.236
Rowsell, J., McLean, C., & Hamilton, M. (2012). Visual literacy as a classroom approach. Journal of Adolescent & Adult Literacy, 55(5), 444-447. https://doi.org/10.1002/JAAL.00053
Sagor, R. (2000). Guiding School Improvement with Action Research. Virginia: ASCD.
Shamshirian, M. (2015). Assessing the effect of utilizing monolingual and bilingual dictionaries on EFL learners' vocabulary. Language in India, 15(7), 175-188.
Squyres, S. W., Grotzinger, J. P., Arvidson, R. E., Bell, J. F., Calvin, W., Christensen, P. R., ... & Johnson, J. R. (2004). In situ evidence for an ancient aqueous environment at Meridiani Planum, Mars. science, 306(5702), 1709-1714. https://doi.org/10.1126/science.1104559
Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures
Street, B. V. (2009). Multiple Literacies and. The SAGE handbook of writing development, 137. https://doi.org/10.4135/9780857021069.n10
Susanto, V. (2017). The effect of in-class listening activities on the vocabulary mastery of the English Department students (Doctoral dissertation, Widya Mandala Catholic University Surabaya).
Vaezi, M. N., Sarkeshikian, S. A. H., & Shah-Ahmadi, M. R. (2013). The Impact of Pre-Modified Input on Iranian EFL Learners' Listening. The Iranian EFL Journal, 222.
Wang, Y. C. (2012). Learning L2 Vocabulary with American TV Drama" From the Learner's Perspective". English Language Teaching, 5(8), 217-225. https://doi.org/10.5539/elt.v5n8p217
Copyright (c) 2020 GIST – Education and Learning Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal uses Crossref's Cited-By and Reference Linking, so that we can display the citations registered in Crossref here.
This document does not have Crossref citations yet.