INTRODUCTION
Background to the study
Vocabulary is essential for mastering a new language, as it enables learners to understand others and express their own ideas effectively It serves as the foundation for developing key language skills such as listening, speaking, reading, and writing Whether communicating with a native speaker, enjoying a foreign film, or writing to a pen pal, vocabulary is indispensable Regardless of grammar and pronunciation proficiency, effective communication in English hinges on adequate vocabulary knowledge Numerous linguists emphasize the critical importance of vocabulary acquisition in achieving second language competence.
Lexical knowledge is crucial for communicative competence and second language acquisition (Schmitt, 2000) Vocabulary significantly influences the development of language skills and communicative abilities (Brown, Waring, & Donkaewbua, 2008) As Lewis (1993) states, "lexis is the core or heart of language," highlighting its importance Children can express their needs without understanding grammar, provided they have essential vocabulary While communication can occur without grammar, it cannot happen without vocabulary, underscoring the necessity of focused vocabulary instruction Language instructors should employ various teaching methods tailored to specific contexts, making the identification of effective vocabulary teaching strategies vital Consequently, this study emphasizes the importance of vocabulary instruction.
Globally, there are different methods and techniques for a better teaching and learning of vocabulary In the early days of the Grammar-Translation Method, the
The primary goal of foreign language study has evolved from merely learning vocabulary through isolated words and translation methods to a more integrated approach that emphasizes context and communication Traditional methods, such as the Grammar-Translation Method, focused on memorization and lacked real conversational practice, hindering students' speaking and listening skills In response, the Direct Method emerged, promoting inductive learning and direct associations with objects and actions, while the Audiolingual Method prioritized listening and speaking skills with minimal vocabulary instruction The introduction of Communicative Language Teaching in the 1970s further highlighted the importance of vocabulary acquisition, allowing learners greater freedom in their responses and recognizing the communicative value of core vocabulary Recent trends in language teaching have shifted towards a lexical approach, emphasizing vocabulary items, collocations, and the semantic relationships between words, leading to more engaging and effective language learning experiences.
3 recent years as an alternative to grammar-based approach This approach entails teaching words already in their chunks as opposed to individual items (Newton, 2001)
In Vietnam, vocabulary is often integrated into lessons on speaking, listening, reading, and writing rather than being taught as a standalone subject (Khuat & Nguyen, 2003) Students typically utilize their existing vocabulary while also learning new words from teachers and peers during classroom activities Many learners, as noted by Nguyen (2018), often resort to bilingual dictionaries to understand unfamiliar words, sometimes writing them down without grasping their contextual usage This method can lead to dissatisfaction, as students may feel that memorizing vocabulary lists is ineffective, attributing their struggles to poor memorization skills (Nguyen, 2018) Additionally, some students depend on teachers for explanations of unfamiliar words and their grammatical functions, often waiting for guidance before noting down new vocabulary or completing exercises (Luu, 2012).
Learning new words should not rely solely on memorization without understanding, as it is a cumulative process where words gain depth through repeated exposure (Nation, 2000) While rote memorization can aid in mastering the correct forms of words, it often leads to a simplistic vocabulary that overlooks the nuances of meaning (Decarrico, 2001) Consequently, learners may know how to use words correctly but struggle with their varied meanings in different contexts.
Different teaching methods possess unique characteristics that influence vocabulary learning effectiveness in various contexts While the Grammar Translation, Direct Method, and Audiolingual approach emphasize memorization for vocabulary acquisition, Communicative Language Teaching encourages learners to actively use new words in communicative activities A combination of these methods can enhance vocabulary learning outcomes.
In modern language classrooms, technology plays a crucial role in enhancing vocabulary acquisition by allowing learners to memorize and apply words in real contexts With the prevalence of the Internet, especially among teenagers, face-to-face communication is increasingly supplemented by online interactions through social media platforms like Facebook and Instagram Consequently, educators can leverage various technological tools such as televisions, projectors, and laptops to enrich the learning experience Utilizing diverse media sources, particularly video clips, offers significant advantages in vocabulary learning beyond traditional course materials.
Audio-visual media, as defined by Harmer (2001), integrates various digital formats like text, images, sound, and video to effectively communicate messages to an audience Canning-Wilson (2000) describes video clips as curated sequences of messages within this audio-visual framework One significant advantage of using video clips in vocabulary instruction is their ability to provide visual stimuli that activate learners' background knowledge and enhance understanding of vocabulary in context (Tatsuki, 1999) Additionally, video clips help learners retain spelling through auditory, visual, and mental connections, thereby improving long-term memory (Kửksal, 2004) They also aid in pronunciation by exposing learners to natural speech patterns, including stress, rhythm, and intonation, which are crucial for grasping the speaker's intent (Kửksal, 2004) Finally, video clips foster enjoyment and motivation in vocabulary learning, making the process a more engaging experience (Tatsuki, 1999).
Incorporating video clips into the learning environment creates an engaging experience that caters to various learning styles, including visual, auditory, kinesthetic, and tactile preferences This multimedia resource significantly enhances vocabulary acquisition by improving learners' understanding of spellings, pronunciation, meanings, and usage, while also boosting their motivation to learn.
Despite the advantages of using video clips in vocabulary lessons, many educational settings, including Vietnam, face a significant shortage of such resources A primary challenge in integrating video into English as a Foreign Language (EFL) classrooms is teachers' ability to select appropriate materials that enhance students' communicative competence Although numerous English videos are readily available online, they must align with educational objectives and cater to students' learning topics and proficiency levels Unfortunately, not all teachers recognize these criteria, which hampers the effectiveness of video-based learning Additionally, teachers must be adept at deploying technology in the classroom, utilizing tools like laptops and projectors to support the learning process However, in Vietnam, many educators still rely on outdated, teacher-centered methods and rote learning, making it difficult to implement effective video usage and address potential challenges that arise during lessons.
The integration of video clips in vocabulary lessons can significantly enhance students' learning experiences, despite initial fears surrounding technology use The advantages of incorporating multimedia resources far outweigh the challenges, making it essential for teachers to embrace this method to improve student engagement and comprehension.
The Asian International School (AIS)-Van Thanh Campus has made significant advancements in modernizing its language classrooms in line with the Vietnamese Ministry of Education and Training's Foreign Language Project 2020, which emphasizes the integration of technology in language instruction The school has equipped its facilities with essential tools such as blackboards, projectors, computers, speakers, and interactive smart boards, alongside an online library that grants students access to a wealth of valuable resources This technological support aims to foster active learning and enhance students' English proficiency Despite the effective use of multimedia in teaching, particularly in speaking, listening, and writing lessons, vocabulary lessons at AIS-Van Thanh Campus have notably lacked video clips, as indicated by feedback from 12 English teachers A preliminary survey of 20 pre-intermediate students revealed a strong preference for incorporating video clips into vocabulary lessons, highlighting the need for further research on this approach.
Statement of the problem
Despite years of English education, many learners in Asian countries, including Vietnam, struggle to communicate effectively in professional settings This issue is largely attributed to inadequate vocabulary knowledge, which is crucial for mastering any foreign language Without a strong vocabulary foundation, learners often feel discouraged from using English, hindering their ability to meet career demands.
At the Asian International School, classrooms are equipped with advanced technology, including computers, projectors, and interactive boards, while the online library offers a wealth of resources for teachers and students Despite these advantages, there has been no research analyzing the application of these tools in teaching vocabulary to Intermediate level students Both teachers and students face significant challenges in vocabulary acquisition, including difficulties with pronunciation, memorization of meanings, and spelling Many students struggle with pronunciation during oral presentations, and some teachers, particularly older ones, lack training in using modern technology effectively This lack of confidence in utilizing media tools, such as video clips, hinders students' ability to learn vocabulary in a more innovative and effective manner, highlighting the need for integrating video clips into English vocabulary instruction.
The rise of English learning and teaching videos highlights the significant role of technology in language acquisition According to Harmer (2006), videos enhance students' learning experiences by providing practical language usage, fostering cross-cultural understanding, boosting creativity, and increasing motivation in English learning Nonetheless, educators face various challenges in effectively integrating these resources into their teaching practices.
8 designing a lesson with the application of video clips The first problem is the capability of exploiting video clips in the classrooms (e.g Palfrey & Gasser, 2008; Jacobs, 2013)
In many classrooms worldwide, students initially feel excited about learning new lessons through video clips; however, this enthusiasm can quickly fade due to technical issues To mitigate such challenges, teachers must anticipate potential barriers and enhance their technical skills Additionally, selecting appropriate video sources remains a significant challenge for educators, as not all high-quality videos align with lesson objectives (Boud & Prosser, 2002) The effective application of video clips is crucial; using a well-made video in an unsuitable context can waste time and lead to student misunderstandings Therefore, careful consideration of video integration is essential to meet learners' needs, and research will be conducted to evaluate the effectiveness of video clips in vocabulary classrooms.
Aims and objectives of the study
This study investigates the impact of video clips on the vocabulary quality of Intermediate level students at the Asian International School The specific objectives are clearly outlined to assess how video content enhances vocabulary learning.
1- To clarify the effects of employing video clips on the Intermediate level students’ vocabulary performance at the Asian International school through the implementation of pre-test and post-test
2- To assess students’ attitudes towards learning vocabulary with video clips at the Asian International School by the use of questionnaire
Based on the objectives mentioned above, this study attempted to answer these research questions as follows:
RQ-1: To what extent do video clips affect students’ vocabulary performance?
RQ-2: What are students’ attitudes towards learning vocabulary with video clips?
Hypotheses
Hypothesis 1: Using video clips positively affects students’ vocabulary performance
Hypothesis 2: Using video clips enhances students’ positive attitudes towards learning vocabulary.
Scope of the study
This study, conducted at The Asian International School (AIS), aimed to assess the effectiveness of video clips in enhancing vocabulary learning for Intermediate level students AIS, an international institution with seven campuses across Ho Chi Minh City's Districts 1, 2, 3, 10, Tan Binh, and Binh Thanh, offers both Vietnamese and International programs The Vietnamese program aligns with the national curriculum set by the Ministry of Education and Training, while the International program follows the American Education Reaches Out (AERO) and Common Core Standards The research was specifically carried out at the Van Thanh campus, located at 151 Vo Oanh Street, Binh Thanh District, with participants drawn from two classes, 9/1 and 9/2.
Significance of the study
The study highlights the significant benefits of using video clips in education, emphasizing that without a comprehensive understanding, teachers may miss out on these advantages The research aims to provide English teachers with a clear overview of effectively utilizing video clips for vocabulary instruction, thereby enhancing student interest and motivation in learning English Additionally, the proposed solutions are designed to create a modern and effective teaching and learning environment, ultimately contributing to improved teaching quality at the school.
Organization of the thesis
This thesis consists of five chapters: introduction, literature review, methodology, results and discussions, and conclusion The introduction offers background information to engage readers and outlines the study's objectives and research questions, clarifying its scope The literature review defines key terms and compares previous studies, highlighting the research gap that this thesis addresses The methodology chapter details the research design, including methods for collecting and analyzing data The results and discussions chapter presents the analyzed data that answers the research questions and includes recommendations for addressing identified issues Finally, the conclusion summarizes the key findings and insights from the research.
Definitions of key terms
Video clip is defined as an “extremely dense” medium which combines visual elements, sounds effect, and audio (Richards & Renandya, 2004)
Vocabulary refers to “all the words in a language, the entire vocabulary of a language” (Barcroft, Sunderman, & Schmitt, 2011, p 571)
Harmer (1991) summarized that knowing a word means knowing about its forms, meaning, and grammatical use
According to Allport (1935), a learning attitude is defined as a mental and neutral state of readiness that is shaped by experience, influencing how individuals respond to various objects and situations in their environment.
LITERATURE REVIEW
Vocabulary in English language classrooms
2.1.1 Definitions and aspects of vocabulary
Vocabulary is typically understood as words of a language (Ur, 1996; Nunan,
Vocabulary encompasses all the words in a language and is essential for language proficiency (Barcroft, Sunderman, & Schmitt, 2011) As highlighted by Richards and Renandya (2002), it plays a crucial role in learners' abilities to effectively speak, listen, read, and write.
255) Besides, vocabulary refers to “a list or set of words for a particular language or a list or set of words that individual speakers of language might use” (Hatch & Brown,
1995, p 1) However, vocabulary is much more than just single words, but combination of words to convey communication purposes, including “single words, compound words, and idioms” (Richards, Platt, & Platt, 1992, p 400)
According to Harmer (1991), understanding a word encompasses its forms, meanings, and grammatical usage While vocabulary definitions may vary, language instructors must emphasize word form, meaning, and use when teaching vocabulary effectively.
According to Nation (2001), word form encompasses pronunciation, spelling, and the components that constitute a word, such as prefixes, roots, and suffixes Effective communication is more likely when learners possess good pronunciation, even if they make minor vocabulary and grammar errors (Burns, 2003) Additionally, spelling plays a crucial role in acquiring English language competence, as defined by Hornby (2000) as the process of forming words correctly through individual letters Proficient spellers can articulate their thoughts on paper seamlessly (Burns, 2003), highlighting the significance of mastering correct spelling.
Word meaning involves the interplay between form and meaning, reflecting both the concept a word represents and the associations it evokes (Nation, 2001) It is fundamental to communication, with statistics indicating that over 40 percent of English words possess multiple meanings (Durkin & Manning, 1989) When consulting a dictionary, users encounter various definitions, necessitating the selection of the most contextually appropriate meaning for effective communication.
Effective word use encompasses grammatical functions, common collocations, and usage constraints such as frequency and proficiency levels (Nation, 2001) A strong vocabulary is essential for reading comprehension and writing skills, as learners with a broader range of vocabulary tend to understand texts better In writing, selecting the most suitable word involves comparing meanings with synonyms Harmer (1991) distinguishes between active vocabulary, which learners can use correctly, and passive vocabulary, which they can recognize but not produce Vocabulary performance is thus defined by a student's ability to retain word forms, comprehend meanings, utilize words appropriately, and pronounce them accurately (Harmer, 2001).
2.1.2 Importance of vocabulary in English language learning
Vocabulary is one of the most important factors influencing macro skills in English communication Vocabulary plays role as the main tool of expressing ideas
Vocabulary is essential for language users as it underpins their ability to think and communicate effectively Without a robust vocabulary, language learners struggle to perform key language functions The development of crucial language skills—listening, reading, speaking, and writing—relies heavily on a strong vocabulary foundation.
2001) Without words, other phases in learnings a language cannot be conducted That is the reason why the presentation of new words is often at the beginning of English lessons
Emphasizing the key role of vocabulary in language acquisition, Schmitt
Lexical knowledge plays a crucial role in achieving communicative competence, as highlighted by (2000) Furthermore, Cardenas (2001) emphasized that learners need adequate vocabulary to effectively understand reading materials A robust vocabulary enables individuals to communicate both orally and in writing with confidence and precision.
2001) On the whole, in comparing mastering a language and building a house, it can be seen that vocabulary knowledge is considered as the store from which building materials are selected
Alqahtani (2015) emphasized the importance of vocabulary in effective communication, arguing that producing grammatical sentences is of little value without the necessary words to express one's thoughts Similarly, Wilkins (1972) stated, "while without grammar very little can be conveyed, without vocabulary nothing can be conveyed" (pp 111) This highlights the critical role that vocabulary plays in successful language use.
Vocabulary is essential for English users to understand and communicate effectively, even in the absence of perfect grammar As noted by Lewis (1993), "lexis is the core or heart of language," highlighting the significance of mastering vocabulary for fluent communication To achieve this fluency, students must focus on expanding their active vocabulary Therefore, English instructors should prioritize vocabulary instruction to facilitate effective learning and progress for their students.
Teaching vocabulary in English language classrooms
2.2.1 Approaches to teaching vocabulary in English language classrooms
Vocabulary plays a crucial role in teaching and achieving English proficiency However, there is considerable debate over the most effective method for vocabulary instruction What works well for one group of learners may not be effective for another, highlighting the need for adaptable teaching approaches.
When teaching vocabulary, educators must consider various factors such as classroom conditions, students' age, characteristics, gender, and school location to determine the most suitable approach Teachers face challenges in organizing lessons and selecting effective methods for vocabulary instruction The history of English language teaching showcases a diverse range of periods, each introducing new approaches to meet educators' needs According to Celce-Murcia (2001), there are nine major language teaching approaches: Grammar-Translation, Direct, Reading, Audio-lingualism, Oral-situational, Cognitive, Affective, Comprehension-based, and Communicative, each with distinct traits that can inform vocabulary teaching strategies.
The Grammar-Translation method, a traditional language teaching approach dominant from the 1840s to the 1940s, remains in use in some countries today This approach emphasizes learning vocabulary and grammar through lists translated into the learners' first language, providing clear meanings but neglecting word usage and forms Consequently, students often struggle with active vocabulary and lack opportunities to practice the foreign language in real communication scenarios While it offers the advantage of mental exercises for vocabulary and grammar, it ultimately hinders effective language use in practical contexts.
From the 1940s to the 1960s, Audio-lingualism emerged as the dominant language teaching approach, emphasizing the overlearning of grammar (Larsen-Freeman, 1986) This method utilizes dialogues to introduce vocabulary and grammar concepts, with repetition drills serving as a common practice activity (Decarrico, 2001) In this framework, vocabulary instruction primarily supports the learning of grammar.
Therefore, only word pronunciation is focused Because vocabulary teaching does not play a crucial part in this approach, learners are not able to use words appropriately (Richards & Rodgers, 2014)
Many language teaching methods share a commonality in that they often place less emphasis on direct vocabulary instruction (Katebi & Sharaki, 2011) Despite having a solid grasp of grammar and structures, many learners struggle to communicate effectively in English The primary goal of modern language learning is to achieve fluency in communication In response, the Communicative Language Teaching (CLT) approach was developed, prioritizing communication and fluency over vocabulary In this method, new words are taught to enhance functional language use, with a focus on understanding word meanings and applications (Richards, 2006).
As society evolves, the objectives of English language learning have shifted, with most learners now focused on achieving fluency and effective communication skills The development of various language teaching approaches helps educators meet these changing demands (Richards, 2006) Each teaching method has its own advantages and disadvantages; however, it is essential to emphasize that vocabulary instruction remains a crucial component of the language teaching and learning process.
2.2.2 Importance of using video clips in English language teaching and learning
The purpose of teaching and learning English has evolved beyond merely acquiring a new language to include understanding its culture and people (Thanasoulas, 2001) An effective approach to teaching English involves immersing learners in the context of the target country (Harmer, 2001), but not everyone has the opportunity to study abroad To bridge this gap, incorporating media products like video clips into the classroom can provide students with a native-like environment and familiarize them with authentic pronunciation (Mahdiloo & Izadpanah, 2017) Consequently, many language instructors are now utilizing video clips as a technological tool for teaching English, particularly in vocabulary acquisition.
Incorporating supplementary materials beyond textbooks, such as video clips, can significantly enhance English language learning by providing opportunities for students to practice communication in a more engaging manner (Celis, Onatra, & Zubieta, 2017) Instead of solely relying on traditional methods like reading and exercises, learners often find watching videos, cartoons, or listening to stories more enjoyable (Richards & Renandya, 2004) The vast array of educational video content, including entertaining lyric videos and documentaries, allows students to acquire new vocabulary while enjoying their favorite songs and films These dynamic activities enable learners to experience the language both aurally and visually, ultimately demonstrating the profound impact of media on teaching and learning English.
Using video clips in teaching vocabulary in English language
Video clips are an effective educational tool, particularly in teaching foreign languages Their use in the classroom enhances learning experiences, making complex subjects more accessible and engaging for students According to Canning-Wilson, the impact of video clips on education cannot be overlooked.
Video is a powerful educational tool that combines audio and visual elements, making it an effective medium for engaging students By incorporating videos into lessons, teachers can capture students' attention and enhance their learning experience, particularly in acquiring vocabulary naturally According to Richards & Renandya (2004), video serves as a system of messages presented in a sequential audio-visual context, which significantly motivates students to learn.
An "extremely dense" medium that integrates visual elements, sound effects, and audio can significantly enhance the learning experience for English learners By utilizing video, these learners can engage with scenarios they may not encounter in real life, effectively preparing them for authentic communication in the future.
To choose an appropriate video to use in a lesson, there are many different characteristics that a teacher needs to consider And one of them is the length of the
Video clips, typically lasting 3 to 4 minutes, are ideal for educational purposes, as traditional English teaching sessions are usually 45 minutes long According to Richards & Renandya (2004), shorter video segments of 3-5 minutes are more effective for student engagement, as longer videos may hinder active observation and note-taking Unlike standard videos, video clips are multimedia compositions that integrate illustrations, sounds, graphics, and text, effectively conveying settings, actions, emotions, and gestures Thus, video clips serve as concise and dynamic educational tools, distinct from longer video formats.
According to Hammer (2001), there are three basic types of videos that are used in education: Off-air programs, Real-world videos, and Language learning videos:
1- Off-air programs are those which are recorded from a TV channel This type of videos has a characteristic that makes English learners confused Those videos are the collection of many different programs, which means many different accents will be used in communication Therefore, students cannot make sure which accent should be the native accent
2- Real-world videos are those which record activities in real life such as wild- life documentary The content of those videos is really interesting However, the length of the extract would be not suitable for lessons The teacher has to choose the appropriate one
3- Language videos are videos which accompany course books Those materials are designed suitably with each level of students so that they can practice their skills and conduct classroom activities
2.3.4 Benefits of using video clips in teaching vocabulary in English language classrooms
2.3.4.1 Contribution of video clips to vocabulary performance
Numerous studies indicate that video clips significantly enhance students' English vocabulary performance by demonstrating pronunciation, spelling, meaning, and usage (Alessi & Trollip, 2001; Teng, 2020) Video-based instruction aids in long-term retention of word spellings by creating auditory, visual, and mental connections (Kửksal, 2004) Furthermore, these clips improve pronunciation by showcasing live speech, which includes essential elements like word stress, rhythm, and intonation (Kửksal, 2004) Additionally, video clips provide learners with insights into the social and cultural contexts of vocabulary, enriching their understanding (Ismaili, 2013).
Utilizing video clips as a teaching aid enhances students' vocabulary performance, which includes both word comprehension and retention (Teng, 2020) Therefore, assessing vocabulary performance should focus on students' abilities to retain word forms and understand their meanings and usage.
2.3.4.2 Contribution of video clips to learning attitudes
Video clips enhance the enjoyment and engagement of learning English vocabulary, providing teachers with an effective tool to teach vocabulary items efficiently Numerous research studies indicate that language students generally have a positive attitude towards the use of video clips in vocabulary instruction.
Video clip-based vocabulary lessons significantly enhance students' enthusiasm and motivation compared to traditional methods (Tezi, 2009; Nguyen, 2018) The integration of video clips makes vocabulary learning more engaging, as students find movies more appealing than textbooks (Ismaili, 2013; Mahdiloo & Izadpanah, 2017) Research by Canning-Wilson (2000) and Alessi and Trollip (2001) supports the notion that videos are effective tools for language learning, as they boost students' motivation to learn vocabulary Students, in particular, show a preference for watching videos, such as those depicting the reproduction process of birds, over interpreting complex diagrams.
Many learners show a preference for the auditory elements in video clips over familiar voices, which can enhance their motivation for vocabulary acquisition When students are highly motivated, they participate in vocabulary lessons with greater engagement and focus (Dürnyei, 2007).
Language students tend to engage more effectively with lessons when video clips are incorporated (Ismaili, 2013; Celis, Onatra & Zubieta, 2017) According to Kay (2012), these students frequently anticipate that their instructors will utilize diverse technological tools, such as video podcasts and clips, to enhance vocabulary instruction.
Many students exhibit a positive attitude towards using videos in vocabulary lessons, appreciating their effectiveness Kay (2012) noted that language students find video podcasts and clips valuable in vocabulary learning Al-Seghayer (2001) found that video clips with text descriptions help students better understand and memorize English vocabulary Additionally, Nguyen (2018) and Teng (2020) highlighted that video clips enhance students' recognition of contextual uses of vocabulary Lastly, Bahrani and Soltani (2011) reported that students feel more confident in their pronunciation of English words when using video resources.
Learning attitudes towards using video clips in teaching vocabulary19
There is a variety of factors influencing the success of learning a language Two basic factors are learning attitudes and perceptions to the target language (Brown,
Learning attitudes significantly influence perception and personal development It is essential for teachers to foster student engagement and interest in the subject matter.
Learning attitudes, as defined by Allport (1935), are mental states of readiness shaped by experience, which influence how individuals respond to various objects and situations Wenden (1991) further describes attitudes as learned motivations and valued beliefs that dictate what is considered acceptable In essence, learning attitudes can be understood as tendencies that lead learners to respond passively or negatively to their educational experiences.
Learning attitudes towards the use of video clips in teaching reflect language learners' evaluations of their effectiveness in enhancing vocabulary acquisition These attitudes are influenced by intrinsic motivation and other psychological factors that affect vocabulary learning when video clips are incorporated into lessons.
Wenden (1991) stated that the term “attitudes” includes three components including cognitive, affective and behavioral
The cognitive component is a crucial factor in language learning, encompassing learners' beliefs and thoughts about the target language and their understanding of the learning process This aspect involves four key phases of cognitive attitudes: connecting existing knowledge with new information, creating new knowledge, verifying this new knowledge, and effectively applying it in practice.
Affective attitudes refer to learners’ emotions and feelings to the target language
According to Eagly and Chaiken (1993), the affective factor is influenced by emotional experiences and preferences This component allows teachers to gauge students' feelings toward the subject matter and lesson activities, helping them understand whether learners have a positive or negative attitude.
2009) It is believed that feelings and emotions of foreign language learners affect their perspectives and attitudes towards that language (Choy & Troudi, 2006; Kaharan,
The last aspect of learning attitudes is behavioral aspect It deals with the way learners react to teacher’s instructions and tasks in particular situations Kara (2009)
Positive attitudes foster proactive learning behaviors, engaging students and motivating them to pursue their studies with enthusiasm These learners are typically more eager to tackle challenges and effectively acquire the knowledge and skills they desire.
A positive learning attitude is essential for academic success, as it significantly influences students' performance, particularly in second language acquisition (Burke & Williams, 2008) Research indicates that students with positive attitudes achieve better results, while negative attitudes can diminish motivation and lead to passive or ineffective studying (Allman, 2000) Furthermore, positive beliefs about learning encourage students to invest more effort in their studies (Kara, 2010) Conversely, lack of effort in language learning can result in diminished confidence and discomfort (Liu, 2007) Thus, fostering positive learner attitudes is crucial, especially in language education, as it plays a vital role in enhancing overall learning outcomes (Rasti, 2009; Gardner, 1985; Liu, 2007).
Previous studies
An old proverb says that “I hear I’ll forget; I see I’ll remember; I get involved
The saying "I’ll learn" highlights the significance of visual materials and interactive activities in vocabulary teaching, emphasizing that "a picture is worth a thousand words." This idiom underscores the effectiveness of images in describing and memorizing objects Numerous studies have analyzed the impact of media tools, particularly video clips, in English language instruction, revealing that supplementary resources like pictures and videos significantly enhance vocabulary learning Researchers advocate for these tools as effective teaching strategies, noting their positive influence on students' vocabulary performance and learning attitudes.
22 research studies relating to mind-mapping They were conducted in Vietnam and in other socio-economic contexts
Al-Seghayer (2001) explored the impact of multimedia tools on learning English vocabulary, specifically comparing printed text definitions, text definitions with still images, and text definitions accompanied by video The study involved 30 participants and utilized a within-subject design to evaluate the effectiveness of each method through a vocabulary test administered after reading an English narrative Participants underwent both recognition and production tests, alongside face-to-face interviews and questionnaires The analysis revealed that students demonstrated a greater understanding and retention of English vocabulary when video clips were used in conjunction with text descriptions in the classroom.
Tezi (2009) examined the impact of video usage on vocabulary acquisition, revealing that video clips significantly enhanced the learning of unfamiliar words compared to traditional still images The study involved 44 students divided into two groups: the control group, which utilized course books (GCB), and the experimental group, which learned vocabulary through videos (GV) Pre-activity tests assessed the students' initial vocabulary levels, followed by post-activity tests after each unit The findings indicated that GV students exhibited greater enthusiasm and engagement during lessons, while GCB students experienced boredom typical of traditional teaching methods Ultimately, the post-activity test results demonstrated that students exposed to vocabulary in a video context outperformed their peers studying from course books.
A study by Bahrani and Soltani (2011) explored the advantages of watching diverse TV programs for enhancing English skills, involving a sample of 20 participants The findings revealed that the experimental group, which engaged with TV content, demonstrated superior vocabulary pronunciation compared to the control group Additionally, the research highlighted that incorporating TV programs can significantly aid in vocabulary acquisition.
Ismaili (2013) conducted a study at South East European University during the 2011-2012 academic year to evaluate the impact of using movies in the English as a Foreign Language (EFL) classroom The research involved an experimental group that utilized films in their lessons and a control group that followed traditional teaching methods, comprising pre-intermediate and intermediate students aged 18-25 Results indicated significant improvements in integrated skills for the experimental group, highlighting that movies captured students' attention for longer periods and presented language in a more authentic context than conventional course materials Furthermore, the visual context provided by films enhanced students' comprehension and contributed to their vocabulary development and overall learning skills.
Mahdiloo and Izadpanah (2017) investigated the impact of movie clips on enhancing English vocabulary learning among 60 Iranian EFL learners using a quasi-experimental method due to uncontrollable variables After administering a proficiency test, 48 intermediate learners were selected and divided into experimental and control groups of 24 each Both groups took a 30-item vocabulary test at the study's outset, adapted from the PET test The experimental group watched movie clips, while the control group received traditional instruction Following 10 treatment sessions, both groups were retested on similar vocabulary items Analysis using Paired Samples t-test revealed that the experimental group significantly outperformed the control group, indicating that movie clips positively influenced vocabulary development.
24 vocabulary learning among intermediate EFL learners (p