Vocabulary Acquisition through Graded Captioned Videos among Lower Proficiency Second Language Learners

Abstract

Vocabulary acquisition has become essential for second language learners to proceed to the next band on CEFR global scales. However, there are worries about how CEFR would affect lower proficiency pupils with limited vocabulary. To address this, graded captioned videos from English Central has been used among the lower proficiency pupils. In this current study, selected year 6 students (20 experimental and 20 control) from a semi urban school was chosen. This study used contextualized vocabulary tests such as Multiple Choice Vocabulary tests and C-test. Pearson correlation was also performed to determine if there is a correlation between Experimental pre and post test. The results of the descriptive statistics and two tailed t-test showed that the Experimental Pre group has lower values for the dependent variable than the Experimental Post group. Besides, there were also several limitations in the current study. The study mainly focussed on form and meaning rather than collaborating all the three main themes: Form, Meaning and Use. It would be useful for the future researchers to do more study on form, meaning and use together. As stated earlier, the result from the present study indicates that using captioned videos as an English teaching material in multimedia classrooms can assist learners to receive the language through multisensory channels and help them to develop their vocabulary learning process.