ntegrating Authentic Audio-visual Materials to Improve Vocabulary Learning Process: The Case of First Year Students of English at Mostepha Benboulaid Batna 2 University
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Date
2022
Authors
Said KESKES
Journal Title
Journal ISSN
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Publisher
University of Batna 2
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.