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

Paria Isazadeh ,Saeed Mirzamohammadi Ahmad Makui ,Loghman Ansarian

doi:10.7575/aiac.ijels.v.4n.4p.1

Paria Isazadeh , Saeed Mirzamohammadi Ahmad Makui + Show 1 more

Open Access

https://doi.org/10.7575/aiac.ijels.v.4n.4p.1

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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 leaners. 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. Keywords: Authentic video materials, Instructional video materials, Vocabulary learning, Introversion, Extroversion

Highlights

To many scholars, vocabulary learning is the core component of second and foreign language learning processes. Wilkins (1972) posited that “...while without grammar very little can be conveyed, without vocabulary nothing can be conveyed”
The results of the data analysis revealed that both authentic video materials and instructional video materials can have a positive effect on vocabulary learning of Iranian EFL leaners
The findings revealed that authentic video materials can have a positive effect on vocabulary learning of Iranian EFL learners (Research question 1)

Summary

Introduction

Vocabulary learning is the core component of second and foreign language learning processes. Wilkins (1972) posited that “...while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp. 111-112). In the same vein, Ghorbani and Rahmandoost (2012) confirmed that it would be difficult for EFL learners to achieve their potentials without having adequate knowledge of vocabulary. It has been mentioned by Ellis (2003) that knowledge of vocabulary is essential for mastering language skills regardless of its type, either productive or receptive. The aforementioned significance of vocabulary learning can justify the plethora of research conducted in the last 40 years to enhance vocabulary teaching and learning processes. With the advent of technology, a possible way to enhance EFL learners’ knowledge of vocabulary has become audiovisual materials such as videos. In language learning and teaching processes learners use their eyes as well as their ears; but their eyes are basic in learning. (p.12)

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