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

Autor/inn/en	Rashtchi, Mojgan; Khoshnevisan, Babak; Shirvani, Maryam
Titel	Integration of Audiovisual Input via TED-ED Videos and Language Skills to Enhance Vocabulary Learning
Quelle	In: MEXTESOL Journal, 45 (2021) 1, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rashtchi, Mojgan) ORCID (Khoshnevisan, Babak) ORCID (Shirvani, Maryam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	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; Iran (Tehran) + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachbildung; Language skill; Sprachkompetenz; Messdaten; Aufgabenanalyse; Film; Word analysis; Frequency; Wortanalyse; Häufigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	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).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01