Ted-Ed Animated Videos’ Impact on Vocabulary Gain of Indonesian EFL Middle Schoolers
Keywords:
TED-Ed, Vocabulary Acquisition, Audiovisual, Learning Media, English AnimationAbstract
Vocabulary is one of the essential components of language learning and a primary key for effective communication in foreign language learning. Nowadays, audiovisual content has been well-known for enhancing students’ English skills. Previous studies primarily investigated the effect of audiovisual material on students’ speaking or listening skills development for high schoolers and college students. Subsequently, this study examined the impact of integrating visual-auditory material on Indonesian EFL middle schoolers’ vocabulary acquisition using TED-Ed animation videos, which were conducted with a quantitative approach and applied a one-group pretest-posttest design. The participants involved in this study were 24 students in the 8th grade at a private middle school in Surabaya that were treated with TED-Ed videos assessing their vocabulary knowledge. The videos applied for the treatment process have been filtered to relate to the personal recount text chapter in the 2013 curriculum and adjusted for eighth graders. This study found a significant improvement in students’ vocabulary acquisition, with a t-test result of 8.60 (≥ t table: 2.06). Overall, the posttest scores were higher than the pretest, indicating a positive impact on vocabulary learning. Furthermore, based on the findings, the researchers concluded that TED-Ed is a beneficial platform for enhancing EFL students’ learning.
Downloads
References
Albahiri, M. H., & Alhaj, A. A. M. (2020). Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms. Electronic Library, 38(3), 531–544. https://doi.org/10.1108/EL-07-2019-0172
Ary, D., Jacobs, L., & Sorensen, C. (2010). Introduction to Research in Education (8th ed.). Cengage Learning.
Baten, K., Van Hiel, S., & De Cuypere, L. (2020). Vocabulary development in a CLIL context: A comparison between French and English L2. Studies in Second Language Learning and Teaching, 10(2), 307–336. https://doi.org/10.14746/ssllt.2020.10.2.5
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W. (2015). Educational Research - Planning, Conducting, and Evaluating Quantitative and Qualitative Research (5th ed.). Pearson Education, Inc.
El Miedany, Y. (2019). TED Talks. In Rheumatology Teaching (pp. 327–346). Springer, Cham. https://doi.org/10.1007/978-3-319-98213-7_17
Kang, E. (2019). Enhancing Korean EFL Learners’ Vocabulary Learning and Listening Comprehension Through Video Captions. STEM Journal, 20(2), 91–108. https://doi.org/10.16875/stem.2019.20.2.91
Karczewska, M. (2021). TED to Fight Tedious Classes: The Use of TED Talks and TED-Ed Lessons in the (Online) English Classroom. Analele Universitatii Din Craiova - Seria Stiinte Filologice, Lingvistica, 43(1–2), 131–142. https://doi.org/10.52846/aucssflingv.v43i1.12
María A, M. H., Junior A, V. C., & Astrid, R. V. (2018). TED Talks as an ICT Tool to Promote Communicative Skills in EFL Students. English Language Teaching, 11(12), 106–115. https://doi.org/10.5539/elt.v11n12p106
Montero Perez, M., Peters, E., & Desmet, P. (2018). Vocabulary learning through viewing video: the effect of two enhancement techniques. Computer Assisted Language Learning, 31(1–2), 1–26. https://doi.org/10.1080/09588221.2017.1375960
Nation, I. S. P. (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139858656
Rahmatika, A., Meliasari, R., & Anjarani, S. (2016). Energizing Foreign Language Students in English Speaking Class Through the Use of TED-Ed. The 63rd TEFLIN International Conference 2016, 143–150.
Rashtchi, M., Khoshnevisan, B., & Shirvani, M. (2021). Integration of Audiovisual Input via TED-ED Videos and Language Skills to Enhance Vocabulary Learning. MEXTESOL Journal, 45(1), 0–2. http://www.mextesol.net/journal/
Read, J. (2000). Assessing Vocabulary (Cambridge Language Assessment). Cambridge University Press. https://doi.org/10.1017/CBO9780511732942
Reynolds, B. L., Wu, W. H., & Shih, Y. C. (2020). Which Elements Matter? Constructing Word Cards for English Vocabulary Growth. SAGE Open, 10(2), 1–12. https://doi.org/10.1177/2158244020919512
Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Palgrave Macmillan. https://doi.org/10.1057/9780230293977
University of Maryland Global Campus. (2022). A Word About Style, Voice, and Tone. Online Guide to Writing and Research. Chapter 3: Thinking Strategies and Writing Patterns. https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter3/ch3-22
Veletsianos, G., Kimmons, R., Larsen, R., Dousay, T. A., & Lowenthal, P. R. (2018). Public comment sentiment on educational videos: Understanding the effects of presenter gender, video format, threading, and moderation on YouTube TED talk comments. PLoS ONE, 13(6), 1–21. https://doi.org/10.1371/journal.pone.0197331
Downloads
Published
How to Cite
Issue
Section
Abstract views: 196
,
PDF Downloads: 260
