Vocabulary learning through videos

1. Teng, (M.) F. (2020)
Vocabulary learning through videos:
captions, advance-organizer strategy,
and their combination.
Computer Assisted Language Learning
https://doi.org/10.1080/09588221.2020.1720253
KIDS LEARNING VOCABULARY
ARTICLE REVIE PRESENTATION
AND WORKSHOP

2. Background
 Aims: examine L2 young learners’ vocabulary learning (i.e. form, meaning,
and use).
 vocabulary acquisition can be arduous for ESL learners (Webb & Nation,
2017).
 Learners require more time to learn words independently, incidentally, and
continuously out of class.  Considering the limited English classroom
hours allocated for primary school students
 Fortunately, today’s language learners have ever-increasing access to
culturally rich and enjoyable online materials.

3.  Technological advances have afforded learners various tools that may
allow better access to such materials as well. Multimedia language learning
tools, including videos, apps, online vocabulary games, and digital texts,
are becoming more prevalent with the increased availability of computer
technology.
 Thus, integrating technology into vocabulary instruction is valuable; this
integration may be suited to the urgent need to improve students’
vocabulary, which can enhance their literacy in school and beyond. Widely
available digital tools may be one resource teachers can harness to provide
scaffolds for students to learn words more effectively.

4.  Captioned videos have helped learners at various skill levels to visualize
what they have heard, thereby enhancing vocabulary acquisition (Peters &
Webb, 2018; Teng, 2019a, 2019b, 2019c).
 Winke, Gass, and Sydorenko (2010) documented that captioned videos
may help learners perform spoken-word processing at greater depth,
become engaged in video content, and reinforce knowledge structures.
 Thus, the use of captioned videos may be considered an added benefit
rather than an imposed burden, through which learners can better connect
auditory input with visual input to acquire new words (Vanderplank, 2016)

5. Theoretical Framework: Caption
 L2 captions, a type of on-screen textual information presented in learners’
target language, can lead to a triple association between image, sound,
and text (Danan, 2004).
 The combination of image, sound, and text in captioned videos may
prompt learners to perceive, understand, subsume, and merge new
information within their mental system (Plass & Jones, 2005).
 Ineffective learning may occur when learners’ attention is distracted.
Learning vocabulary from English videos alone may not help learners
construct links to retrieve meanings (Taylor, 2005).
 Learners may need visual aids, such as attention-enhancing captions, to
construct stronger meaning representations for retrieval.

6. Theoretical Framework: advance
organizers
 advance organizer is defined as the provision of background information
to improve students’ comprehension of foreign-language materials under
the assumption that comprehension can be gained from an introductory
sequence of exercises.
 Through such a previewing stage prior to video exposure, EFL learners may
be encouraged to acquire some words.
 Learners can acquire information via visual means and text materials
(Corkill, 1992).
 The presentation of linguistic and pictorial information can help learners
establish a more robust mental representation of content prior to watching
a video. Learners may be encouraged to acquire some words.

7. Theoretical Framework: combining
captions and advance organizers
 Information simultaneously encoded verbally and nonverbally is likely to
be stored in memory rather than in either verbal information processing or
nonverbal information processing alone.

8. Research Design
 Type: experimental (with 8 groups and 2 variables)
 Materials:
1. videos (4 4-minute length storytelling youtube videos)
2. videos with captions: full captions, glossed full captions , glossed keyword
caption, keyword captions. (gloss refers to a brief explanation of a difficult or
obscure word or expression in one’s target language)
 Target words: 20 unknown words , e.g. ridiculous and sequence of words (max
4) e.g. abide to the rule
 Advance-organizer strategy: The advance-organizer strategy, a cognitive
instructional strategy, was developed to strengthen learners’ linguistic
knowledge gained from pictorial information and promote the learning and
retention of new information

9.  Participants: 240 Chinese ESL primary school students
 Instruments: vocabulary knowledge tests
 Data Analysis: MANOVA

10. Findings
 Captioned videos produced significant effects on learning regarding the
three dimensions of vocabulary knowledge.
 Glossed full captions were found to be the most effective caption type.
 Administration of the advance-organizer strategy also resulted in better
gains in learning form, meaning, and use than the absence of this strategy.
 The combination of the advance-organizer strategy and glossed full
captions led to the best learning performance for each dimension of
vocabulary knowledge.

11. Relevant pedagogical implications
 First, vocabulary learning is challenging for L2 young learners. Results support the use of
captioned videos, particularly glossed full aptions in L2 vocabulary learning.
 Second, an organizer-aided activity prior to viewing captioned videos may activate L2
young learners’ vocabulary knowledge and help them process prior mental knowledge
and upcoming information in videos.
 Third, the combination of the advance-organizer strategy and glossed full captions may
help L2 young learners discern and internalize information in videos for more effective
vocabulary learning. These findings offer insight into the development of curriculum and
English materials.
 Finally, vocabulary learning, through combining glossed full captioning and the
advanced-organizer strategy, led to only partial gains. Vocabulary learning for L2 young
learners is inherently difficult. Future research could thus extend the present study to
gain greater insight into learners’ acquisition of the different components of vocabulary
knowledge.

12. Jurnal Article Review
B. YUNIAR DIYANTI
ROHANI
LUSI NURHAYATI

13. Article Identity
1. Di Zou, Yan Huang & Haoran Xie (2019): Digital game-based vocabulary learning: where
are we and where are we going?, Computer Assisted Language Learning, DOI:
10.1080/09588221.2019.1640745

14. Brief summary
 Background: "DGVL has gathered increasing attention from linguists and
educators, but the number of studies on the topic is relatively small”
 Aims : to review studies on digital game-based vocabulary learning from
five perspectives namely a general overview of published studies, digital
games for vocabulary learning, theoretical frameworks, research issues and
findings, and implications.
 Object: 21 publications in SSCI journals

15. method
 1. articles selection process
#steps: search, evaluation and finalization
# very strict inclusion and exclusion criteria
2. coding process
# 2 researchers ---- > independent coding and comparing steps

16. criteria
a. original articles with empirical research
b. Using of at least one digital game/ digital-gamified activity for
vocabulary learning
c. Providing specific descriptions of the digital game in the research
method
d. being published in a SSCI journal.

17. Coding guidelines
1. The general nature ( the year of publication, source titles, and author’s
country of origin)
2. The types of digital games (e.g. role-playing game, simulation game, etc.),
3. the theoretical frameworks of the research (e.g. multimedia learning, game-
based learning, etc.),
4. the research issues (e.g. learning outcomes, motivation and behaviors, etc.),
5. findings (e.g. effectiveness in promoting word learning, etc.)
6. implications (coded as reported by the research articles.

18. Findings:
10 types of “popular” digital games
1. simulation,
2. tutorial,
3. role-playing,
4. motion-sensing,
5. 3D virtual,
6. adventure,
7. card,
8. board,
9. serious games,
10. gamified digital books

19. Findings
1. “the research results generally showed positive effects of the games in
promoting short-term and long-term vocabulary learning”
2. “digital games were found to be conducive to reading and listening
comprehension, as well as pronunciation improvement”
3. “Game-players also were viewed as having higher motivation, better
engagement and more interactions than students who learned through
other approaches, in addition to being less stressed”

20. Implication
 (1) digital games promote effective vocabulary learning;
 (2) interactions in game environments are conducive to vocabulary
learning;
 (3) game-embedded multimedia facilitates vocabulary learning;
 (4) over-specified vocabulary information is better than isolated or

21. Questions to ponder
 What aspects of vocabulary (parts of speech, spelling, pronunciation,
meaning, collocation, antonym, synonym, etc) that kids’ must learn? And
why?
 What should teachers and parents consider when kids access internet-
based sites that help them to learn new vocabs?
 How do kids best learn vocabulary?