Abstract
Research in the Malaysian context has shown that English as a second language (ESL) students have an insufficient vocabulary for higher education and thus, must be provided with opportunities to acquire new words. Recently, evidence has emerged that viewing audio-visual input is effective for incidental vocabulary learning (IVL). Yet, there is limited understanding of the effectiveness of academic videos for IVL, an accessible, cost and time-efficient resource that is encouraged to be used for promoting personalised and interactive teaching and learning. Therefore, this research investigated the potential vocabulary gains through a 10-min academic video among 56 ESL foundation students in an English-medium university in Malaysia. Before watching the video, IVL was measured using a modified Vocabulary Size Test, followed by a comprehension test and a post-target words test afterward. Results indicated a significant gain of 0.78 words on average after watching the video, where thirty participants made gains of 44 words in total. However, further research is necessary to investigate the role of various learner-related factors on IVL. These findings provide insight for educators on how teaching practices using academic videos may address the low vocabulary knowledge of ESL learners and develop long-lasting L2 proficiency for successful education.
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