| Summary: | 碩士 === 國立高雄第一科技大學 === 應用英語系應用語言學與英語教學碩士班 === 102 === As the technology develops, our choice of language learning materials has dramatically changed in the recent decades. Today video has become one of the most widely adopted materials in language instruction, especially in the area of vocabulary learning. Many researchers also recognize the value of videos in education and assert that videos can provide both audio and visual information to enhance learners’ vocabulary acquisition in a meaningful way. Despite of videos’ popularity and positive impacts on teaching and learning, few studies have been conducted to examine the effect of videos on Taiwanese students’ vocabulary learning. Particularly, it is unclear if video-based materials could improve English majors’ vocabulary skills in a self-directed learning (SDL) environment.
Thus, the purpose of the present study is to investigate if videos can improve English-majored students’ vocabulary skills and explore their attitudes toward video-based learning in an SDL class. A total of 27 English majors were recruited to participate in the study from National Kaohsiung First University of Science and Technology. During the experiment, all the participants were instructed to watch the selected videos and took a three-part vocabulary pretest and posttest. After the experiment, face-to-face interviews were conducted to gather the participants’ views and opinions toward video-based learning activities.
The results of the study indicated that videos can effectively improve English-majored students’ vocabulary skills. Overall, the participants performed significantly better on the posttest. In addition, the students made significant progress in all three parts of the vocabulary test, including the fill-in-the-blank part, the gap-filling part, and the define-the-word part.
Finally, the interview analysis suggested that the majority of the participants held a positive attitude toward the video-based vocabulary learning activities and thought it was a good idea to integrate videos into language class. Besides, most students reported that the supplementary materials provided in the experiment were essential to support their vocabulary learning with videos, such as the vocabulary list, worksheets, the recommended learning websites and online dictionaries. Important pedagogical implications are proposed on the basis of the study.
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