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Videos versus print materials in incidental vocabulary acquisition: an impact

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Article  in  SSRN Electronic Journal · January 2021

DOI: 10.2139/ssrn.3809851

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 Videos versus print materials in incidental vocabulary acquisition: an
impact study

Wijesuriya Ka*, Dissanayake S

Sri Lanka Institute of Information Technology (SLIIT)
keshani.w@sliit.lk

ABSTRACT

Vocabulary constitutes an integral part of second language ability, i.e., English language ability in the
context of university education in Sri Lanka. As a result of the advances achieved in mass media and
communication technology, today’s second language learners of English have access to thousands of
videos representing thousands of interactive situations that they could have experienced while
absorbing the kernel language with incidental vocabulary. In contrast, there are print materials that are
conventionally accepted to have an impact on incidental vocabulary acquisition. Limited research on
the comparative effectiveness of using reading materials and video materials in incidental vocabulary
acquisition and retention was addressed through this study that aimed at experimenting with videos and
print materials with two parallel fifty-member groups in a reputed private university in Sri Lanka. Ten
target words were exposed to the reading class through reading materials and the video class through
video materials in a series of lessons that allowed incidental vocabulary acquisition. The results of the
immediate tests and posttests of the video-based and reading-based groups were subjected to
independent sample t-tests to measure the retention of vocabulary by the two respective groups. The
data analysis did not demonstrate a statistically significant difference between the two groups at the
immediate test with 0.37 as the P(T<=t) two-tail value. However, there was a statistically significant
vocabulary gain in the video group over the reading group at the post-test with the P(T<=t) two-tail
value at 0.04. Thus, it was concluded that, while both the video and reading methods supported
vocabulary acquisition, the video input contributed to a greater as well as statistically significant
long-term vocabulary retention over the reading input mode.

Keywords: Incidental vocabulary acquisition, Video input, Reading input, ESL

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1. Introduction

Although underestimated for decades due to the fundamental focus on grammar, vocabulary has been

presently bestowed the due priority as a focal basis in students' understanding of L2. Thus, teachers

and curriculum designers currently understand the importance of expanding vocabulary size but a

limited number of vocabulary lessons remain in instructed contexts. Therefore, it is pertinent to study

how students can be exposed to authentic English use outside the instructed contexts to encourage the

acquisition of the vocabulary in the target language.

Conventionally, reading has been advocated as the most reliable source of vocabulary acquisition

outside instructed contexts. Yet, the reading habit among Millennials has been replaced by the

internet, mass media and portable electronic devices. Y-generation in particular has easy access to

technological devices and readily available Wi-Fi facilities that affect their communication and

literary practices outside the classroom. These new advancements in science and technology have

created novel opportunities to get exposed to new vocabulary. Blogs, music videos, YouTube videos

and social networks are some such platforms where students informally acquire L2 vocabulary apart

from conventional contexts. They prefer audio-visual content available in video-based material.

However, it is doubtful whether videos can impact vocabulary acquisition in the same intensity as

reading. Therefore, a new research area has emerged to investigate the comparative impact of

conventional reading based materials and audio-visual aids in acquiring vocabulary outside instructed

contexts.

There are a limited number of research studies that analyze the comparative effectiveness in terms of

vocabulary gains through reading and videos. This research investigated the impact of the mode of L2

input, either audio-visual or written, on incidental vocabulary gains. Most of the currently available

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research concerns the use of subtitled videos and videos without subtitles in vocabulary acquisition

and comparative studies on listening and reading based vocabulary acquisition. This research,

therefore, identifies the gap which analyses the scarcity of a comparative study on video and reading

text-based vocabulary acquisition. Consequently, the objective of the study was to comparatively

investigate the impact of video and reading materials on incidental vocabulary acquisition. Based on

the objective, two hypotheses were developed. It was hypothesized that video-based vocabulary

acquisition is effective over reading based vocabulary acquisition; reading-based vocabulary

acquisition is effective over video-based vocabulary acquisition.

2. Literature review

Incidental and intentional vocabulary acquisition

Second Language learning occurs incidentally and intentionally. Ellis (1994) defines incidental

learning as learning lexical or grammatical features of the second language without paying

deliberate attention. Robinson (2001) defines incidental vocabulary learning and intentional

vocabulary learning as, ‘……learning of vocabulary as the by-product of any activity not

explicitly geared to vocabulary learning, with intentional vocabulary learning referring to any

activity aiming at committing lexical information to memory’(p. 271). Therefore, incidental

vocabulary acquisition occurs without learners knowledge in their interactions in the target

language

Vocabulary acquisition through reading and audio-visual learning

Although there is scarce research on the impact of using videos and reading texts as modes of input in

L2 vocabulary gains, similar research in terms of input mode, written and audio-visual, can be

analyzed. However, Arndt & Woore (2018) in their study take into consideration online texts (Blog

posts) rather than traditional printed reading texts alongside video blogs to compare Second Language

vocabulary acquisition. The current research is similar in terms of input mode: written (reading texts)
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and audio-visual (videos). Arndt & Woore explored apart from vocabulary acquisition through blog

posts and video blogs, whether there were differences in the aspects of vocabulary knowledge:

orthography, semantics, and grammatical function. The results indicated that while incidental

vocabulary acquisition occurred similarly in each case, there were differences in the type of

vocabulary knowledge gained through written blog spots and video blogs. Written blog entries

contributed to comparatively higher orthographic vocabulary gains whereas Blogspot videos

contributed in recalling target words' grammatical functions as well as better identification of their

meanings.

Therefore, written texts or reading blog spots and the audio-visual form or BlogSpot videos

promoted equal chances of vocabulary gains although the vocabulary gains diversified in the aspects

of vocabulary knowledge.

Significance of the method of input in language acquisition

The input was the principal medium of acquisition of L1 in early childhood. Johnson (2008) claims

that infants who are comparatively low in cognitive and physical skills acquire their L1 through the

input exposure of their caregivers (as cited in Aloqaili). Accordingly, some of the theories on L2 have

been built upon highlighting the importance of input in language acquisition. Krashen (1985) in his

'Input Hypothesis' claims that students acquire the target language when the input they receive is

made comprehensible. Some forms of comprehensible input appear in form of visual support,

gestures, context, drama, stories, movies, modelling and written instructions.

Ellis (2012) supports the significance of input-based instruction than output-based instruction for

lower proficiency students in Second Language Acquisition. Language production remains difficult

for these learners due to semantic and syntactic difficulties. Hence, it is recommended to be exposed

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to ample input in the target language either through exposure to native speakers or more competent

speakers.

Accordingly, reading and video-based instruction can be widely used as input-based instruction as

suggested by Ellis (2012) and Krashen (1985) in Second Language acquisition, especially in acquiring

new vocabulary in the target language. It is also pertinent to study the relative impact of each of these

in vocabulary acquisition.

Reading-based vocabulary acquisition

Studies have shown that reading impacts incidental vocabulary retention. Liu (2018)

identifies a close relationship between reading and vocabulary acquisition as reading leads to

wide vocabulary gains in ‘various kinds of discourse contexts’ (p.706). Further citing Nagy

and Herman (1987), Liu highlights the fact that reading assists gradual incidental vocabulary

acquisition to expand one’s vocabulary. However, the possibility of unknown words being

ignored by the reader is a limitation of vocabulary learning through reading. Besides, Liu also

identifies that overly attention on meaning while disregarding the word form, inferring wrong

meanings as a result of encountering difficult contexts, and difficulty of learning words

through a single encounter as weaknesses of reading based vocabulary acquisition.

In their review on vocabulary acquisition through reading, Erlandsson and Wallgren (2017) examine

how reading becomes a strategy for acquiring new vocabulary. They discuss several studies which

focus on vocabulary gain through reading and highlight the vocabulary acquisition ability through

reading but at different levels. For instance, the study by Horst et al. (1998) shows a 20%

vocabulary gain while the research by Pitts et al. (1989) indicates only a 6.4% gain (as cited in

Erlandsson and Wallgren, 2017).

Krashen (1995) also agrees that reading allows the acquisition of Lexical items. He promotes the

concept of ‘voluntary reading’ to acquire general literary attainments: writing, vocabulary, grammar

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 and spellings. Also, he refers to previous research on the effect of sustained silent reading on

vocabulary learning. Supporting his view, Krashen claims that some studies documented a positive

influence of sustained silent reading (SSR) programmes on vocabulary acquisition.

Thus, citing the criticisms of several scholars, the researchers point out that while the contribution to

vocabulary acquisition from reading is clear, factors such as the prior vocabulary knowledge, text

difficulty, and frequency of word occurrence and learners’ choice of strategies are important

considerations in implementing strategies for vocabulary learning through reading (Erlandsson &

&Wallgren, 2017).

Video-based vocabulary acquisition

Moreover, audio-visual input is identified in Second Language teaching pedagogy to have a

significant impact on word knowledge. Mayer (2005), the founder of the Cognitive Theory of

Multimedia Learning (CTML), claims that multimedia instruction triggers the processes in the brain.

According to CTML, effective learning involves the use of both images and words. He defines that the

use of text and pictures or visuals and sounds or any combination of visual and auditory cues can be

considered as multimedia. Multimedia aims to teach the learner to build a rational mental picture

from the presented material. Further, according to Cruse (2007), the most important finding that

supports multimedia tools is achievement and motivation. However, he claims that multimedia tools,

films and TV series, could sustain student motivation only when they are being used frequently.

Besides, Krashen (1995) claims that facial expressions and gestures of TV presenters and actors enable

students to understand the contents as they provide 'extra-linguistic cues'.From a scientific perspective,

the processing of visual messages occurs in a different part of the brain in contrast to the processing of

textual and linguistic learning (Bergsma, 2002, as cited in CPB, 2004). Consequently, instincts,

emotions and impulses are originated due to the response of the limbic system to these visual stimuli.

These emotions predominantly inspire Memory and as a result, educational videos contribute to

cognitive learning (Noble, 1983, as cited in CPB, 2004).

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 Ciccone (1995) claims the importance of ‘sustained classroom instruction with authentic videos’,

pointing out the characteristic factor of understandability of input in these videos. Accordingly, some

linguistic features are comprehended through contextual clues while some grammatical and lexical

features are not fully internalized.

3. Methodology

Participants

The participant group of this study consisted of first-year undergraduates of a private university in

Sri Lanka. This sample included a fair number of males and females and they were a versatile mix of

students in the fields of Information Technology, Engineering and Business Management,

undergoing the orientation programme. Participant undergraduates were initially exposed to the

online Oxford Vocabulary Test to form a homogeneous group at the Pre-Intermediate - CEF Level

A2 proficiency level and these ESL students were given a simple pre-test to verify whether the

intended sample of words was unknown to them. Consequently, some of the students were

eliminated and 100 students who did not know the intended vocabulary items were selected as the

sample of the research. The participants were randomly divided into two groups of fifty. The

incidental vocabulary acquisition of one group was tested via a reading exercise while for the other

group it was done through an audio-visual based exercise. Two weeks later, the post-tests were held.

The data from both the immediate and post-tests were compared through independent sample t-tests.

Research Instruments

The current quantitative research collected data through middle tests and posttests held separately at

different intervals in the learning process. The obtained data were used to test the first and second

hypotheses of the research. Ten words comprising nouns, verbs and adjectives were selected as the

target words. The video-based material was taken from the worksheet 'How to listen' adapted from

www.linguahouse.com. The same transcript was converted into written form to generate the reading

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material. Thus, groups were exposed to the same vocabulary items in each class through the materials

based on reading and video

Initially, the data collected from the reading group and video group at the middle test were compared

using the independent sample t-test to test the immediate retention level. Afterwards, data obtained at

the posttest from both the groups were compared using the independent sample t-test to verify the

retention level of the target vocabulary under each method.

Procedure

Participants were informed of the purpose of this study, agreed to participate, and signed a consent

form. After initial exposure in each class, students’ vocabulary knowledge was tested at the immediate

-test. The immediate test included matching the meaning exercises and filling in the blanks exercises.

Marks obtained for the test by each student in the reading class as well as the video class were

calculated. After two weeks, a simple post-test was conducted where the students were required to write

down the meanings of the acquired words. Immediate test marks obtained at the video-based class and

reading-based class were compared so as the posttests marks at the video-based class and reading-based

class through the independent sample t-test.

4. Results

The mean values scored at the immediate test of the Reading and Video classes were compared

through an independent sample t-test to verify the statistical significance in the results.

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Table 1. Independent Sample t-test Results of the Immediate Test

Reading-Based Vocabulary Video-Based Vocabulary

Acquisition Acquisition

Mean 6.382 6.76

Variance 5.287220408 3.839183673

Observations 50 50

Hypothesized Mean Difference 0

Df 96

t Stat -0.884763005

P(T<=t) one-tail 0.189247556

t Critical one-tail 1.66088144

P(T<=t) two-tail 0.378495112

t Critical two-tail 1.984984312

The hypothesized P(T<=t) two-tail value should remain lower than 0.05 if a statistically significant

difference exists between the two mean values. Immediate test scores between Reading and Video

classes indicated 0.37 as the P(T<=t) two-tail value. Therefore, it was concluded that no statistically

significant difference existed in the vocabulary acquisition between the Video class and the Reading

class at the immediate test.

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Table 2. Independent Sample t-test Results of the Post-Test

Reading-Based Video-Based Vocabulary

Vocabulary Acquisition Acquisition

Mean 5.38 6.44

Variance 6.168979592 7.190204082

Observations 50 50

Hypothesized Mean

Difference 0

df 97

t Stat -2.050694218

P(T<=t) one-tail 0.021496861

t Critical one-tail 1.66071461

P(T<=t) two-tail 0.042993722

t Critical two-tail 1.984723186

Table 2 demonstrates that the post-test scores between the Reading and Video classes indicated 0.042

as the P(T<=t) two-tail value which was lesser than 0.05. Hence, it was evident that a statistically

significant difference existed in the vocabulary acquisition in the Video class over the Reading class

at the post-test.

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5. Discussion

The analysis of immediate test results using the Independent Sample T-test in the Video class and

Reading class revealed that both methods of vocabulary acquisition, despite their respective differences

in the input mode contributed to vocabulary acquisition. Provided the selected sample of students were

oblivious to the target vocabulary, their knowledge thus positioned at zero in the inception.

After the exposure to the reading text, immediate results depicted that a student acquired

approximately 6 words through the reading-based content whereas exposure to the video-based content

depicted approximately 7 words. Besides, the results in the Independent Sample T-test between the

means of reading based vocabulary acquisition and video-based vocabulary acquisition revealed that

the difference was numerically higher but not statistically significant and the students have almost

similar vocabulary gains under each method at the immediate test.

However, the post-test conducted after two weeks revealed that the post-test scores between the

Reading and Video classes indicated 0.042 as the P(T<=t) two-tail value in the Independent Sample

T-test. Thus, a statistically significant difference was identified in the mean of 5.38 in the Reading class

and the mean of 6.44 in the Video class. Therefore, the post-test results of vocabulary acquisition in the

Video class were statistically significant over the results of the Reading class. The posttest results show

several key factors. Initially, the video input mode has contributed to greater as well as statistically

significant vocabulary retention over the reading input mode. This can be attributed to the audio-visual

mode of the input method which is unavailable in the Reading class (only visual). Vocabulary gains of

students in the Reading class have declined from 6.38 at the immediate test to 5.38 at the post-test which

depicted a reduction of approximately 16% while the post-test marks of the students who were exposed

to the video mode slightly declined from 6.76 to 6.44, which depicted an approximately 5% reduction.

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Therefore, over a period of two weeks, the students in the Reading class experienced a 16% reduction in

the total vocabulary gains in comparison to the immediate test, while the Video class experienced a 5%

reduction in vocabulary gains. Thus, vocabulary retention in the Video class after two weeks was 11%

greater than that of the Reading class. In conclusion, video-based vocabulary acquisition facilitates

long-term retention in comparison to reading-based vocabulary acquisition.

Furthermore, the immediate test results between reading and video as input modes depicted no

statistically significant difference which is compatible with Arndt & Woore’s (2018) study which also

determined that there were no identifiable differences in the level of L2

vocabulary acquisition through blog posts and video blogs. However, Arndt & Woore dealt with two

online modes: blogs posts (reading) and video blogs (audio-visual) in vocabulary acquisition, in

contrast to the current study on vocabulary gain through traditional text-based reading and

video-based material. Nevertheless, the aforementioned can be listed as the only relatable research to

the current study which bases its mode on reading (visual) and video (audio-visual). Further, Arndt &

Woore’s (2018) research was devoid of a delayed posttest such as the current research which enabled

to identify the strength of the video-based input mode on the long-term retention of the L2 vocabulary

over the reading mode.

The data in the study revealed that although the initial exposure to the reading or the video input mode

depicted no statistical significance in the vocabulary gains, the posttest results depicted a greater

statistical significance in the vocabulary gains in the long term. It can be concluded that the first

hypothesis which denoted that video-based vocabulary acquisition is effective over reading based

vocabulary acquisition, can be accepted as the video-based input method contributed more to

vocabulary gains than the reading input mode at the immediate test as well as the posttest whilst

achieving statistically significant results in the post-test, displaying its suitability for long time

retention.
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6. Conclusion

The present study has some pedagogical implications; a limited number of lessons exists in course

books and syllabuses in learning vocabulary resulting in stagnant progress in learning new

vocabulary. As cited in Beck et al. (2013) the researches of (Biemiller, 2001: Scott, Jamieson, &

Asselin, 1998: Watts, 1995) indicate that a limited focus was laid on the acquisition of vocabulary in

school curricular a decade ago. The author further states a decade later, vocabulary instruction in

newer basals remains the same as 10 years ago. Limited focus on vocabulary acquisition in instructed

contexts and continuous emphasis on grammar are problems in Second Language vocabulary

acquisition. Therefore, it is pertinent to explore ways of acquiring vocabulary incidentally to enhance

vocabulary knowledge outside instructed contexts.

Nevertheless, teachers must ensure to expose students to authentic contexts: audios, videos or reading

texts, appropriate to learning objectives in each lesson to facilitate the acquisition of new vocabulary

even though limitations are persistent in a curriculum focusing on vocabulary.

The comparative study between reading and video-based materials on incidental vocabulary

acquisition revealed that while both reading and reading materials contribute to acquiring new

vocabulary, video-based materials could contribute effectively over reading materials in retaining the

learnt vocabulary in the long-term. In conclusion, it is advisable to expose students to video-based

materials to facilitate greater vocabulary retention. The authentic videos can even be used in

traditional grammar teaching lessons so that two objectives: grammar and vocabulary could be

achieved through the same lesson.

It is acknowledged that this study could have considered teacher perceptions and learner preferences

in effective vocabulary acquisition through reading and video materials. Also, the research could have
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 enabled a control group contributing to an experimental research design but due to the time constraint

in the orientation programme and additionally, as the orientation programme was the only source of

obtaining a versatile sample of students. Thus, future studies can explore learner preferences and

teacher perceptions on video materials and reading materials in incidental vocabulary acquisition and

utilize a control group of students in the research design.

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