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Journal of Computer Assisted Learning

Volume 33, Issue 4
Original article

Six seconds to visualize the word: improving EFL learners' vocabulary through VVVs

M. Kurt

Corresponding Author

E-mail address: mdikurt@gmail.com

Near East University, , Turkey

Correspondence: Mustafa Kurt, Near East University, Near East Boulevard, Nicosia, North Cyprus, Mersin 10, Turkey. Email:

mdikurt@gmail.com

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H. Bensen

Near East University, , Turkey

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First published: 21 February 2017
https://doi.org/10.1111/jcal.12182
Cited by: 2

Abstract

This paper moves away from reminiscent mechanical repetition and drills, which were in vogue when teaching vocabulary before the rise of technology. With the support of technology, innovative methodologies that are more effective and enjoyable can be implemented into vocabulary teaching. In this particular context, there seems to be a lack of technology integration in vocabulary teaching because of teachers being untrained and/or not provided with the necessary technology. The aim of this study was to foster vocabulary development through the implementation of Vine vocabulary videos in English vocabulary learning. An embedded mixed methods design was employed to collect necessary data for analysis. The results of the post‐test revealed that the practice of Vine vocabulary videos was effective and improved participants' vocabulary. The content analysis of the semi‐structured interviews carried out with participants indicated that they had enjoyed the whole process and found it very motivating and effective. This study claims that adopting smartphones into a vocabulary course will enable English as a foreign language learners to expand and consolidate their vocabulary learning outside the classroom, engage them in a collaborative learning environment, practice and use the language being learnt and share their knowledge and experiences with their peers.

Lay Description

What is already known about this topic:

  • Mobile technologies are widely used to improve English language learners' vocabulary.
  • Vine is a well‐known application used by people to expose their videos in 6 s.
  • Motivating English language learners to improve their vocabulary has always been challenging.
  • Adopting smartphones into a vocabulary course will enable EFL learners to expand and consolidate their learning outside the classroom and share their knowledge and experiences with their peers.

What this paper adds:

  • Learner‐prepared VVVs have been used in a course to improve English language learners' vocabulary in a joyous way.
  • Through VVVs, learners developed their creative and imaginary skills.
  • VVVs were discovered to be an effective tool for subconscious collaborative vocabulary learning.
  • VVVs motivate, encourage and therefore induce language learners to allocate more time to the educational applications of mobile and internet technologies.
  • While preparing VVVs, students improved their collaborative and language skills.

Implications for practice and/or policy:

  • More guidance on how to make better VVVs should be given to students.
  • Learners should be involved in producing course materials through VVVs.
  • Learners should be exposed to more visual sample representations of target vocabulary.
  • Preparing VVVs should be part of every English language syllabus because they are verified to improve the language skills of learners.

Number of times cited: 2

  • Aysel Şahin Kızıl and Zehra Savran, Assessing self-regulated learning: The case of vocabulary learning through information and communication technologies, Computer Assisted Language Learning, (1), (2018).
    Crossref
  • Emad A. Alghamdi, Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention, Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 10.4018/978-1-5225-5140-9.ch021, (427-448)
    Crossref