The Effect of Vocabulary and Communication through the Videos (VCV) Method

on Iranian Intermediate EFL Learners’ Vocabulary Development.

Safa Alizadeh1 Omid Akbari

Abstract
This study aimed to examine the effect of vocabulary and communication through videos (VCV) as a video-based
method on Iranian intermediate EFL learners' vocabulary development. To achieve the aim of this study, the
experimental approach was adopted. The sample of the study consisted of 60 EFL learners from Iran Ertebat
institute in Mashhad city who were selected by the convenience sampling. The participants were randomly divided
into two groups of 30: an experimental group and an active control one. During 12 sessions, the experimental group
taught vocabulary using VCV method while the control group taught using the traditional method of rote learning.
Data were collected using PET questionnaires as pre-test and post-tests and analyzed using an ANCOVA statistical
method. The results demonstrated that using videos was effective in increasing Iranian intermediate EFL learners’
vocabulary development. By the way, using VCV were advantageous and might be instrumentally effective in
implementing learning and teaching. Its suggested that by using innovative multimedia tools, educators can increase
vocabulary acquisition and promote student motivation.

Keywords: EFL learner, VCV method, Vocabulary Development, Mashhad city.

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1-Corresponding Author

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Introduction
The English language have four main skills for communication: listening, speaking, reading, and writing [1].
Vocabulary is one basic skill for those skills and is necessary for the students to support their four language skills
[2]. So, the vocabulary is essential for the development of formal reading and writing skills. Another important point
was that the teacher must decide whether the passive vocabulary was to be learned permanently or temporarily, for
instance, to understand a piece of text or a movie with no consideration for later use. However, all in all, both
passive and active vocabulary are needed in foreign language learning [3]. Vocabulary knowledge play a basic role
in students' academic development to a degree that it is strongly related to reading comprehension [2], academic
achievement, and lives beyond schools [4]. Researches show that, learners needed to be motivated to learn
vocabulary intentionally as well as incidentally. In the educational era, researchers had shaped the fact that
vocabulary learning happened both in explicit instructions in the classroom and incidental learning in written and
oral language contexts [5]. Vocabulary learned from explicit instructions in the classroom was far less than the total
vocabulary that students learned through academic years. Vocabulary researchers found that a large number of
vocabulary growth happened incidentally through a large amount of immersion in reading and listening, rather than
through explicit vocabulary instruction [6],[7]. Kabooha and Elyas [8], supposed that English native speakers might
be different from English language learners in self-efficacy, attitude, phonological awareness, and morphological
awareness. The discussion was related to the fact that English language learners (ELL) generally learn English later,
and confront less oral language context than English native speakers. Another important factor that affected
students' vocabulary development and motivation was technology. Technology was effective in making learning
achievable for all learners by increasing and reinforcing support for equal access, quality programs, and appropriate
services [9]. The technology could help "facilitate the attainment of learning goals for individuals with wide
differences in their abilities to see, hear, move, read, write, understand English, sustain attention, organize, engage
and remember" [10]. learners could use different forms of technology to communicate in both their first language as
well as in English with their classmates. Also, technological devices and programs could be offered multiple means
to present, engage, express, and evaluate student understanding and acquisition of language and literacy skills. The
technology could be used as a tool to help the building of bridges between in and out-of-school literacies and the
larger cultural systems. Living in this era, technology became a basic part of instruction and daily practice and
supports the need for differentiation for a wide range of learners, including ELLs. Technology affected how learners
communicated information. This affected how we achieved language and literacy skills [11]. As new technologies
and persistent changes in the economic and social structure were maintained, there was a shift in the skills and
"abilities that individuals needed for effective participation in modern work, academic, and leisure environments"
[12]. Students must have multiple skills that enabled them to take advantage of the diverse modes of communication
made possible by new emerging technologies and to participate in global learning communities [10]. Finally,
technological advice was the ability to Enhance knowledge and skills to understand patterns, change relationships
and negotiate the meaning of both [13]. As Francis mentioned that the students of today were encircled by
technology, where access to information was only a fingertip away. It had been said that technology assimilation
was helpful, meaningful, and necessary for a school to function successfully. However, many teachers were
unwilling to make the changes that incorporate technology into their instruction, and many students had not
experienced effective technology integration in classroom instruction. The use of technology and technology-
supported learning environments helped for increasing student engagement and motivation [14]. The position of
technology as a motivator had been widely observed in the literature [9]. However, there had not been many studies
or statistics on whether technology helped improve vocabulary learning [10]. To the best knowledge of the
researcher, there had been no previous research about VCV. That was why this study focuses on using VCV
technology on intermediate EFL learners' vocabulary and motivation.

Method
The population of the research was all EFL learners of Iran Ertebat Institute in Mashhad. The sample included 60
EFL learners from the population who were selected by the convenience sampling. The participants were between

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18 to 25 years old both male and female. All of the participants were homogenous EFL learners. Their proficiency
level was tested by the Cambridge Preliminary English Test (PET), which showed the participants had an
intermediate level of English. The participants were randomly divided into two groups of 30 students i.e.,
experimental and control groups.
This study was conducted during the English classes. In the second week of the second semester of the year 1401.
After running the pre-test, during 12 sessions, the experimental group taught vocabulary using videos while the
control group taught using the traditional method of rote learning. All participants were asked to answer PET
questionnaire; one as a pretest, and once as the posttest at the end of the term after the intervention. All participants
were asked not to wrote their names and assured that their responses kept anonymous. They were also asked to
wrote age and gender. The research tool is described below.
Cambridge Preliminary English Test (PET):
According to Cambridge English (2013), the test was developed to be clear to all languages and nationalities. It was
developed by a dedicated study programmer. "It covered all four skills (reading, writing, listening, and speaking),
knowledge of grammar, and vocabulary. The test concentrated on level B1 of the ordinary European Framework of
Reference for Languages (CEFR). It presented intermediate English levels of participants.
The ANCOVA statistical method was used to compared the within groups means of the control and experimental
data. The SPSS (Statistical Package for the Social Sciences) was used in this study to analyze the collected data.

Result
The data from 60 person was analyzed. The mean of participants’ age in experimental and control group was
respectively 21.83±3.96 and 20.80±2.78. In addition, 32 subjects (42.7%) were female and 28 subjects (37.3%) were
male. The descriptive statistic of dependent variable, vocabulary development in pre-test and post-test is reported in
table1. The research hypothesis was: “VCV have significant effect on Iranian intermediate EFL learners’ vocabulary
development”. The ANOVA statistical test removes the unwanted effect of the pre-test and compares the post-test
mean of the experimental and control groups with each other. According to Kolmogorov–Smirnov test, the
distribution of research variable was normal (P>0.05). Therefore, there is no prohibition to use univariate analysis of
covariance test. The results of ANCOVA statistical test shows that there is a significant difference between
experimental and control group in terms of vocabulary development (p<0.05). The effect size of implementing of
this method is 0.142. The results are shown in table 2.

Table 1-Mean and St. D. of dependent variable in pre and post test
pre-test post-test
Variables
n Mean St.D. n Mean St.D.
Ex 30 100.40 4.25 30 107.26 8.00
Vocab. Dev.
Co 30 102.06 4.74 30 105.23 5.43

Table 2- Tests of Between-Subjects Effects

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Discussion
The implementation of VCV resulted in a significant improvement in participants' vocabulary knowledge. The post-
test scores showed a statistically significant increase in participants' vocabulary skills compared to their pre-test
scores. The use of videos as a learning tool provided learners with authentic and contextualized language input,
facilitating vocabulary acquisition and retention. Several studies had covered that multimedia could be used to help
learners to attain vocabulary knowledge through audio and visual channels [15], [16]. Based on results, it can be
stated that using VCV contributed significantly on Iranian intermediate EFL learners’ vocabulary development.
Previous studies on vocabulary acquisition and instructional strategies can inform potential outcomes. If the study
demonstrates a significant positive effect of VCV on Iranian intermediate EFL learners' vocabulary development, it
would suggest the value of incorporating video-based instruction in vocabulary learning. Such findings could
support the adoption of VCV as an effective pedagogical approach for this specific learner group. Also, As Mcnelly
[17] mentioned that using technology is helpful, meaningful, and necessary for a school to function successfully.
The use of technology and technology-supported learning environments will help in developing student engagement
and motivation [18].

Conclusions
In conclusion, this study delved into the impact of vocabulary-focused videos on the vocabulary development of
Iranian intermediate English as a Foreign Language (EFL) learners. Through an analysis of the data several key
observations can be made. Firstly, the utilization of videos as a tool for vocabulary instruction proved to have a
positive effect on the vocabulary development of Iranian intermediate EFL learners. The visual and auditory stimuli
presented in the videos helped learners engage with the target words and comprehend their meanings in context.
This active interaction promoted deeper understanding and retention of vocabulary items. Furthermore, the
incorporation of videos in vocabulary learning and dynamic nature of videos captured learners' attention and
fostered a sense of enjoyment and engagement. This heightened motivation positively impacted their willingness to
learn and persist in vocabulary acquisition tasks. However, it is important to note that the effectiveness of videos as
a vocabulary learning resource may vary depending on individual learner preferences and learning styles.
Additionally, factors such as access to technology and availability of suitable video materials should be taken into
account when considering the practical implementation of this approach. In light of these findings, educators and
curriculum designers are encouraged to explore the integration of vocabulary-focused videos into EFL instruction.
By embracing innovative multimedia tools, instructors can enhance vocabulary acquisition and promote student
motivation. Overall, this study emphasizes the potential of vocabulary-focused videos as a valuable resource in the
realm of EFL instruction. Implementing these audiovisual aids has the capacity to enrich vocabulary development
and motivate Iranian intermediate EFL learners, ultimately contributing to their overall language proficiency and
communicative competence.

Acknowledgments
Finally, we would like to thank all the participants in this study for their time and willingness to share their
experiences.

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