| Summary: | 碩士 === 國立中正大學 === 外國語文學系英語教學研究所 === 107 === This study incorporated captioned videos with multimedia annotations to investigate their effects on college freshmen’s vocabulary-learning performance and three components of attitude. The video-based instruction lasted for five weeks, with 41 freshmen participating in the study. The study was conducted in English Listening (I). Most of the college freshmen were non-English majors and underachievers. Data were collected from the entry and exit questionnaires, pre- and post-tests, interviews with the participants and the course instructor, and researcher-collaborator’s teaching logs. Paired sample t-test were used to analyze the entry and exit questionnaires as well as pre- and post-tests to reveal the participants’ vocabulary-learning improvement, and their attitudinal changes. Interviews with the participants and the course instructor, and the researcher-collaborator’s teaching logs were analyzed with content analyses. The results showed that the participants’ vocabulary-learning performance improved significantly. The findings showed that the audio-visual feature of videos, which included Chinese and English annotations and captions helped, the participants comprehend the target English words and video contents. The participants’ behavioral component of attitude indicated a significant difference. The findings revealed that the participants’ motivation influenced their behavioral component of attitude. The students are born after 2000, so they are defined as Generation Z. Data showed that the participants’ cognitive and affective components of attitude remained positive under the five-week video-based instruction due to Generation Z’s learning traits and authentic contexts presented by videos. For future studies, the study suggests that classroom practitioners can develop video-editing skills and proceed with heterogeneous grouping. In addition, knowing more about students’ learning preferences and allowing a longer intervention time should also optimize the effects.
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