Vocabulary learning through videos: captions, advance-organizer strategy, and their combination

Teng, Mark Feng

doi:10.1080/09588221.2020.1720253

Cited by 54 publications

(43 citation statements)

References 53 publications

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“…With the democratisation and demonetisations of technology, most young learners in this 21st Century have access to the device and infrastructure. It allows them to consume social media, including YouTube [24]. This also happens in Indonesia [49].…”

Section: Youtube and Bilingual Young Learnersmentioning

confidence: 99%

“…Various studies have observed how YouTube can improve young learners' vocabulary in their English learning. A survey conducted by [24] investigated how students' English vocabulary increased through YouTube videos [24]. In this research, four short storytelling videos from YouTube, four minutes long for each video were used.…”

Section: Youtube Videos and The Improvement Of Young Learners' Vocabularymentioning

confidence: 99%

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YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Listiani¹,

Suwastini²,

Dantes³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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As YouTube has become an integral part of the students' daily social media consumption, the present study argues that it can also be a valuable language learning source. Following George's ( 2008) model of Library Research and Aveyard's (2010) concept of Systematic Literary review, the present study selected and synthesise previous research and experts' opinion on the use of social media and YouTube for teaching English to young bilingual learners to propose the benefits of using YouTube as a medium for second language learning. YouTube has generally deemed a useful learning resource for young learners, and studies have highlighted the positive impacts of using YouTube to improve young learners' English skills. However, experts and researchers are also concerned about the weaknesses and threats posed by YouTube as a learning source for teaching English for young learners. These are prerequisite stable internet connection to access YouTube, irrelevant ads that cut in the middle of the videos, and next-videos suggestions that are not always relevant with the learning material in focus. Thus, while YouTube can be a useful learning resource, strategies to tackle its weaknesses are needed to optimise the benefits of using YouTube as a learning source for young learners.

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Section: Youtube and Bilingual Young Learnersmentioning

confidence: 99%

Section: Youtube Videos and The Improvement Of Young Learners' Vocabularymentioning

confidence: 99%

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

Listiani¹,

Suwastini²,

Dantes³

et al. 2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

View full text Add to dashboard Cite

show abstract

“…Both teachers and students need time to adapt to the online learning system (Rasmitadila et al, 2020). Besides, teachers need to improve their skills in applying advance organiser learning model as well as the use of Zoom Meeting applications (Teng, 2020). This is important as an option to deal with the problem of students' motivation in following online learning, according to the findings in this study.…”

Section: Discussionmentioning

confidence: 77%

The effectiveness of advance organiser learning model assisted by Zoom Meeting application

Syaharuddin¹,

HERIANTO²,

Jusmiana³

2021

CJES

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The COVID-19 pandemic caused the education system to suddenly move from offline to online learning, so it takes a variety of effective learning design trials. This research aims to find out the effectiveness of the advance organiser learning model assisted by the Zoom Meeting application. This research was conducted at State Junior High School 3 Binamu, Jeneponto Regency. The research sample was 20 people. The research was conducted with an embedded design model of mixed methods. The findings show that the online advance organiser learning model uses an effective Zoom Meeting application for use, where 1) the application of advance organiser learning has a positive relationship with student learning outcomes; 2) the implementation of learning takes place in the category of â€˜goodâ€™; 3) studentsâ€™ positive activities increase in each meeting and 4) students respond well to the implementation of the advance organiser learning model/ using the Zoom Meeting application. The implementation of advance organiser online learning using the Zoom Meeting application, however, is no more effective when compared to the implementation of learning conducted offline or under normal conditions. Keywords: Advance organiser, distance learning, pandemic COVID-19, Zoom meeting.

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“…Due to advances in technology, Anaraki's research would likely yield a different result in the current study. This is supported by the research of Teng (2020), who assessed the effect of L2 videos watched on a mobile phone with and without subtitles helping the language acquisition process. Over two-hundred Chinese primary school students were included in the research.…”

Section: Investigations Into the Impact Of Mobile Language Learningmentioning

confidence: 71%

“…The acquisition of the English language is essential for international, cultural and scientific communication, and due to the rapid internationalization developments in education, it is vital for learning in a university intercultural environment. The emergence of new digital technologies greatly aids the language acquisition process and more and more students are using tools and mobile applications to support out-of-school learning (Fűz, 2017;Teng, 2020). Especially in the last four years, language MALL applications have emerged to help language learning, which can effectively help the development of skills (especially listening and reading comprehension).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Xeropan: An Online Application Assisting Language Learning on the Processes of Foreign Language Learning

Thékes

2021

IJTE

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Examining the relationship between technology and the success of language acquisition and the integration of technology into language instruction has been around of a long time by now. The development of technology can essentially change how languages are taught. Nevertheless, it is only in the last few years that the road has opened up for new language learning opportunities. In this current study, the impact of a pedagogical intervention is presented grounded on Xeropan, a gamified language learning application. In addition to assessing the impact of the app, a questionnaire was also applied to find out how efficient language learners find language learning with the application. Based on the original aim of the literature and the study, answers were sought as to how Xeropan influences the English language learning process, how student users find Xeropan in terms of efficiency and motivation, and how self-regulated motivation correlates with use of Xeropan. It was found that Xeropan application has a positive impact on language learning processes. There was a visible improvement in language learners, and at the level of some tasks, it was indicated that there was a significant improvement as a result of the developmental intervention using Xeropan. It was also pointed out that students are content to work with Xeropan and find that it has a positive effect on them. Further conclusions are drawn.

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Vocabulary learning through videos: captions, advance-organizer strategy, and their combination

Cited by 54 publications

References 53 publications

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

YouTube as Digital Learning Resources for Teaching Bilingual Young Learners

The effectiveness of advance organiser learning model assisted by Zoom Meeting application

The Impact of Xeropan: An Online Application Assisting Language Learning on the Processes of Foreign Language Learning

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