Integrating Authentic Audio-visual Materials to Improve Vocabulary Learning Process: The Case of First Year Students of English at Mostepha Benboulaid Batna 2 University. Doctorat thesis, (2022) Université de Batna 2.
No Thumbnail Available
Date
2022-05-11
Authors
AIS Hamza
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This research project took place at the Department of English at Mostepha Benboulaid Batna 2 University, Algeria. It aims to improve learners‟ vocabulary through integrating Authentic Audio-visual Materials (AAMs). To reach the asset goals, the present study has gone through two phases: exploratory and quasi-experimental phase. First, it explores students‟ and teachers‟ problems in oral expression. Second, it investigates the effect of using AAMs in improving vocabulary learning of first year students of English. This study is mainly based on a hypothesis that students‟ vocabulary might be improved through the integration of AAMs. For this end, a pre /post-test design was followed with two intact groups of 30 students in which the experimental group (EG) (N=30) underwent a treatment of learning with AAMs, and the control group (CG) (N=30) who studied and took oral expression classes normally without using AAMs. For data collection, a mixed method approach was utilized. Hence, both qualitative and quantitative tools were employed to answer the research questions, and test the hypotheses. In the first phase of the present investigation, both students questionnaires and teachers interviews were handed to first year students and teachers of oral expression. Also, pre-tests, progress tests, and post-tests were distributed to students to examine the improvement of students‟ Receptive Vocabulary (RV) and Productive Vocabulary (PV) after the integration of AAMs. For data analysis, thematic analysis was used to analyze teachers interviews and qualitative data from students questionnaires. Statistical Package for Social Sciences (SPSS) and Excel were employed to analyze quantitative results from pre/ post-tests and students questionnaires. The findings of the study revealed a strong relation between students‟ problems, teachers‟ problems, and motivation in oral expression classes. Both teachers and students showed interest and willingness towards using AAMs in oral expression classes. Vocabulary was found as one of the major linguistic problems for learners, whereas for teachers, lack of technologies at the department affected negatively their motivation. Additionally, significant statistical difference was established in students‟ vocabulary learning as the integration of AAMs has been fruitful in promoting RV and PV if they are applied continuously at a long-term level in an equipped laboratory, provided with technological tools and advanced multimedia resources to support teachers‟ extrinsic motivation, and meet today‟s learners‟ demands.