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Original article
doi: 10.1111/jcal.12182

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Six seconds to visualize the word: improving EFL

learners’ vocabulary through VVVs
M. Kurt & H. Bensen
Near East University, Turkey

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 technol-
ogy, 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 integra-
tion 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 moti-
vating 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.

Keywords language learning, mobile learning, vocabulary teaching and learning, Vine, technology,
smartphones.

Introduction meaning’ (p. 84). For this reason, emphasis on the

teaching and learning of vocabulary is essential in the
‘I cannot find the word..... ’. In fact, this is the most
foreign language classroom. Common tools, namely,
common phrase uttered by second or foreign language
flashcards, monolingual dictionaries, authentic material
learners. Not being able to find or remember words to
and word lists have been employed by teachers in order
communicate your ideas and feelings is the most frustrat-
to teach English as a foreign language (EFL) vocabulary.
ing and infuriating experience in speaking another
Learners, on the other hand, learn vocabulary adopting
language. When teaching a foreign language, therefore,
certain strategies ranging from writing down the newly
it is vital to teach vocabulary as without vocabulary there
learnt word several times, using direct attention,
is no communication (Kilickaya and Krajka, 2010).
memorization and so forth (Gu, 2003; Hulstijn, 2001).
According to Ghazal (2007), ‘words are the building
With the new technological applications that are being
blocks of a language since they label objects, actions,
increasingly used, however, vocabulary teaching and
ideas without which people cannot convey the intended
learning have been revised to incorporate more
innovative methodologies. Opportunities provided with
Accepted: 15 January 2017
modern communication devices such as tablets and
Correspondence: Mustafa Kurt, Near East University, Near East
Boulevard, Nicosia, North Cyprus, Mersin 10, Turkey. Email: smartphones became the most powerful communication
mdikurt@gmail.com medium with Internet accessibility and are now being

334 © 2017 John Wiley & Sons Ltd Journal of Computer Assisted Learning (2017), 33, 334–346

Six seconds to visualize the word
employed in the language learning classroom. Smythe
and Neufeld (2010) argued that students’ out-of-school
lives are ‘infused with such technologies and incorporate
these applications into students’ classroom lives to
engage them in learning new content’ (p. 489).
According to Clark (2013), ‘technology is an integral
part of academic instruction, particularly vocabulary
instruction’ (p. 20). With regard to the language learner,
the Internet provides rich sources (Martins et al., 2004),
and vocabulary learning could be facilitated with
vocabulary learning programmes. These programmes
generally include a single language learning activity,
such as text reconstruction, gap-filling, speed reading,
simulation or vocabulary games (Boers et al., 2004).
Hence, adopting smartphones into a vocabulary course
will enable EFL learners to expand and consolidate their
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. With respect to this, the
Vine application, which could easily be downloaded on
a smartphone, was employed in an EFL vocabulary
course to carry out this study.
The Vine application
‘Vine is a free mobile application that enables users to
record and share an unlimited number of short, looping
video clips with a maximum length of six seconds’
(TechTarget, 2015, para. 1). Vine makes video fun.
You can watch, create and share short looping videos –
anytime, anywhere. Through these videos, called Vines,
people have an entirely new medium to express them-
selves and their creativity. Vine empowers anyone to
share stories with the world and is a space where people
can connect, entertain and be entertained. It is possible
for its users to (a) find, follow and interact with people
close to them; (b) simply touch the screen to record a
Vine, or import videos from their phone. Editing tools
help users acquire their Vine just the way they want it;
(c) follow channels to obtain hand-picked Vines in their
home feed; and (d) explore trending tags, popular posts
and editor’s pick ( Vine, n.d.).
In order to be able to use Vine, users open the app, aim
the device’s camera at a subject matter and then hold a
finger on the screen to record. Lifting a finger off the
screen pauses the video capture and allows users to
change subject matters and film another clip. Vine
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335
automatically links recorded clips together, creating a
unique, 6-s video to be posted to users’ Vine profiles
and could be shared via Twitter and Facebook. Within
the Vine app, users can view videos from their followers
in their ‘Home’ screen. Under the ‘Explore’ tab, Vine
users can view trending posts, editor’s picks and fea-
tured or trending hashtags. Vine also allows users to
view their recent activity, including new follows,
comments and ‘likes’, all on one screen. (TechTarget,
2015, para. 3–5)
The aim of the study
This study aimed to examine the effect of student-
prepared Vine vocabulary videos (VVVs) on improving
and expanding EFL learners’ vocabulary and find out
how preparing, producing and watching these videos
influence their vocabulary learning. The following
research questions guided this study:
• How has the employment of VVVs as a course require-
ment affected students’ vocabulary learning?
• What are the EFL learners’ perceptions regarding the
employment of VVVs in learning English vocabulary.
Literature review
Vocabulary teaching and learning
Teaching vocabulary started its traditional roots with the
introduction of the grammar translation method (Yule,
2006) in which students are given vocabulary lists to
memorize and enter examinations rather than using the
target language in the real world for communication.
Following this, the audiolingual method was introduced
into the EFL classroom, which presented systematic
structures of the target language. Students were required
to repeat the vocabulary in the form of drills. The more
recent teaching of EFL, that is, the communicative
approach focuses on the functions of language rather
than correct forms (Yule, 2006). Students are learning
the target language in order to communicate and interact
with the world. The teaching of vocabulary therefore has
changed highlighting the fact that it should be taught in
meaningful sets in order to develop learners’ ability to
use the target language (Willis & Willis, 2007).
Nowadays, EFL teachers follow a course book that is
usually divided into units that present semantically

336
related words to fulfil the learners’ communicative needs
(Papathanasiou, 2008). In the light of the above, it is clear
that the shift of teacher-centred classes to student-centred
classes have emphasized the importance of the learner.
According to Anuthama (2010), it is hard to teach
vocabulary because its linguistic, semantic and psycho-
cognitive features are complicated. Therefore, educators
should find new methods with more useful procedures
to replace the old methods. In his writing about strategies
for teaching vocabulary, Anuthama explained a number
of new approaches for teaching vocabulary. Firstly,
‘The Ripple Effect’, according to this approach, the
meanings of a word often radiates from the centre along
several lines by concentrating on different features of the
innovative thing. Secondly, the use of colours is another
technique in teaching vocabulary, as colours are seen to
have great inspiration on the learners. Thirdly, ‘The
Word Wall’ method was established to improve the
vocabulary learning skills by taking on new vocabulary.
These approaches are all considered successful for
gaining and learning vocabulary (p. 10).
Another successful way of teaching vocabulary is by
implementing pictures and mimes, especially for begin-
ners. Tarik and Alfaki (2014) recommended that teachers
can use pictures, photos, drawing, charts and flash cards
to teach the meaning of new lexis. Furthermore, other
words could easily be delivered across with mimes.
The teacher can simply act to illustrate the meaning of
words for example running, writing, listening, talking,
jumping and so on (p. 45).
According to Shapiro and Waters (2005), when learn-
ing vocabulary, EFL learners tend to ‘rely on various
strategies to memorize vocabulary words’ (p. 129).
Learners who employ strategies of language learning
are seen to acquire the language easier (Tseng, Dornyei,
& Schmitt 2006). Training students the strategies of
vocabulary learning is an advantage for the learners
(Çalişkan & Sünbül, 2011). Marzano (2009) also recom-
mended the following strategies when teaching vocabu-
lary: First, a description, explanation or an example for
the word should be repeated by the students. Second, a
picture, pictograph or symbolic should be drawn by the
student to represent the new word. This enables them to
remember the word(s). Third, in order to improve stu-
dents’ knowledge of the terms in their vocabulary note-
books, students should be involved in activities. Fourth,
teachers should encourage learners to repeat the vocabu-
lary among each other from time to time. Fifth, students
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M. Kurt & H. Bensen
should be involved in games that assist them to play with
terms (p. 83).
Teaching vocabulary is successful when learners pro-
fess to know the word. But what does ‘knowing a word’
exactly mean? According to Wallace (1982, p. 27), to
know a word in a target language would be to have
the ability to (a) recognize it in its spoken or written
form; (b) recall it at will; (c) relate it to an appropriate
object or concept; (d) use it in the appropriate grammat-
ical form; (e) in speech, pronounce it in a recognizable
way; (f) in writing, spell it correctly; (g) use it with
the words it correctly goes with, that is, in the correct
collocation; (h) use it at the appropriate level of
formality; and (i) be aware of its connotations and
associations.
Studies have been carried out to support vocabulary
learning with technology. Various technological devices
such as videos, computers, tablets, interactive white
boards and mobiles have been integrated into the EFL
classroom to teach vocabulary and have all provided
constructive outcomes regardless of their limitations
(Clark, 2013; Perez, Peters, Clarebout, & Desme 2014).
A study carried out by Lin, Hsaio, Tseng, & Chan
(2014) with regard to technology supported collaborative
vocabulary learning revealed that touchscreen desktop
computers have the potential of involving every group
member to participate compared with technology such
as the interactive electronic whiteboard and computers.
However, the treatment of computers and collaborative
work revealed that those who worked individually
scored higher in the tests compared with the collabora-
tive group even though the collaborative group remem-
bered words longer and forgot less. It was also seen
that the proficiency of students has no effect on vocabu-
lary learning if collaboration is involved. Huang (2015)
claimed that students are more engaged in class activi-
ties and vocabulary growth is noticed when technology
is integrated. More specifically, the integration of mobile
Apps when learning English vocabulary was considered
to have a potential to enhance vocabulary acquisition
and English learning (Deng and Trainin, 2015). The
recent study of Suwantarathip and Orawiwatnakul
(2015) revealed that students involved in mobile-
assisted vocabulary learning (via SMS) use and learn
target vocabulary better than those who do not. In
addition, the participants in their study all had positive
attitudes towards doing mobile-assisted vocabulary
exercises.
© 2017 John Wiley & Sons Ltd

Six seconds to visualize the word
Smartphones in language learning
The growth of technology has enabled a shift in language
teaching in which teachers can employ multimedia texts,
sound and video rather than the traditional texts, that is,
books, stories and essays (Jacobs, 2010).Today’s youth
and people of all ages are exposed to technological de-
vices and programmes that transform text beyond its tra-
ditional form (Clark, 2013), employing such
technologies into the language learning classroom seems
wise. In order to develop students’ vocabulary knowl-
edge, many technological devices have been adopted
by language teachers. The iPad for instance was able to
increase students’ vocabulary awareness and develop-
ment (Clark, 2013). The interactive whiteboard drasti-
cally increases students’ vocabulary, contribution and
approach (Katwibun, 2014).
Technology as the smartphone has made it possible for
learning to take place outside the classroom, anywhere
and anytime. Students are able to carry out activities out-
side the classroom that enables them to directly connect
with real-world experiments (Miangah and Nezarat,
2012). Furthermore, mobiles encourage collaborative
learning. ‘Learners are able to exchange their knowledge,
skills and attitudes through interaction’ (Miangah and
Nezarat, 2012, p. 321). Support, motivation and evalua-
tion are the key properties in which students are engaged
in, to achieve considerable amounts of learning absent in
many kinds of learning. A mobile device could easily be
adopted to attain a good collaborative environment for
learning. For the learning process of a student, devices
are the basic tools that act as pencils and calculators
(Miangah and Nezarat, 2012). Klopfer et al. (2002) put
forth the following properties of mobile devices:
• Portability: such devices can be taken to different
places because of their small size and weight;
• Social interactivity: exchanging data and collaboration
with other learners is possible through mobile devices;
• Context sensitivity: the data on the mobile devices can
be gathered and responded uniquely to the current
location and time;
• Connectivity: mobile devices can be connected to
other devices, data collection devices or a common
network by creating a shared network; and
• Individuality: activities platform can be customized for
individual learner (as cited in Miangah and Nezarat,
2012, p. 310).
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337
However, it is stated that supporting English
vocabulary with mobile technologies alone does not
seem to develop vocabulary, ‘rather the combination of
technology and explicit teaching’ are the key factors that
help to increase vocabulary knowledge and retention
(Clark, 2013, p. 69). That is to say, teachers play a vital
role when dealing with technology and learning.
Methodology
Research design
An embedded mixed methods approach was employed
in this study. ‘In an embedded design, the researcher
may add a qualitative strand within a quantitative design,
such as an experiment, or add a quantitative strand within
a qualitative design, … . In the embedded design, the
supplemental strand is added to enhance the overall
design in some way’ (Creswell and Clark, 2011,
pp. 71–72). ‘Quasi-experimental pretest–post-test
design’ guides the quantitative strand of this twofold
study. One of the researchers (the class teacher at the
same time) conducted the present study in one of the
classes she was assigned to teach. The students taking
the course constituted the participants of the study. The
VVV intervention was applied to the students (16) who
possessed smartphones. The other half of the class
(16 students), the non-VVV group, constituted the
control group of the study. Before the VVV intervention,
a general vocabulary examination was administered as a
pretest to determine participants’ vocabulary levels and
another one as a post-test at the end of the intervention
to judge the intervention’s effect on English vocabulary
learning and compare the results of both groups. The
general vocabulary test, which was distributed as a
pretest, constituted 30 mixed questions (one point each)
in which students were tested related to either the spell-
ing, the definition, concept, synonym/antonym, the
grammatical functions or collocation of a word. Students
had 25 min to complete the test. Some items that were
presented in the test are as follows:
A. Complete the following table. Draw a line for
words which do not change its form.
Noun Adjective Verb Adverb
Oppress

338
B. Fill in the gaps with one of the words given in the
table below.
1. The assistant got ………………….. from her job.
C. Write down a word which means the same as the
words in bold.
1. What are the possible drawbacks of drinking and
driving?
………………………………………………….
D. Circle the word which best defines the given
words.
1. Breakthrough
a. Important Discovery b. Escape c. Collapse
d. Destroy
Both researchers answered the examinations to check
any ambiguity and/or confusion before distributing the
tests. To check the reliability of both pretest and post-test
scores, inter-rater reliability was employed. It is argued
that inter-rater reliability is useful because human ob-
servers will not necessarily interpret answers the same
way; raters may disagree as to how well certain responses
or material demonstrate knowledge of the construct or
skill being assessed (Phelan and Wren, 2006). The
inter-reliability (Pearson’s r) for the pretest was calcu-
lated as .92 and .87 for the post-test, which proved both
tests to be highly reliable.
As the qualitative strand of the study, ten participants
randomly selected were interviewed and recorded. One-
to-one semi-structured interview techniques were uti-
lized in order to make participants express themselves
freely and enable the interviewer to build and elaborate
on participants’ individual comments and judgments.
Sampling and participants
Convenience sampling was used as there were some
students who did not possess smartphones without which
would not have been possible to participate in the study.
Therefore, only students with smartphones were chosen
for the VVV intervention. Thirty-two students of a pri-
vate university in North Cyprus participated in this study,
16 in the intervention group and 16 in the control group.
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M. Kurt & H. Bensen
The students ranged from ages 18 to 22 years. Students
of three different departments, namely, the Department
of English Language Teaching, the Department of
English Language and Literature and the Department of
Translation and Interpretation, who were taking the
vocabulary course, took part in this study. All students
were freshman EFL students and were of Turkish and
Turkish Cypriot origin. Pseudonyms were used to protect
participants’ anonymity.
Context
Before implementing the VVV intervention, all students
were briefed by the researcher about the Vine applica-
tion. Research participants were instructed and guided
about the possible ways of preparing and producing ef-
fective 6-s long VVVs they associated with the new
words they learned. They were told that they were
allowed to choose any media (video, audio, picture) they
wanted in order to visualize the association they
established with the new word. Through the VVVs
they prepared, they needed to describe and define the
word with their visual associations. When students were
all set to upload 6-s long VVVs visualizing the new
word, they were asked to choose five words for each unit
they were studying and share their VVVs with their
classmates who participated in the study. In order to
ensure and record students’ participation, they were also
required to share their VVVs with the researcher as well.
The vocabulary chosen by the students were checked one
by one and liked by the researcher, and comments were
made below the VVVs from peers and the researcher
with regard to the lexis the students had chosen. The
researcher and students guessed the words after watching
a 6-s (approximately) VVV and commented below the
VVV. Oral discussions with respect to the VVVs were
also carried out during class hours.
During the study, six units were covered in the
vocabulary course. Each participant produced 30 VVVs
to visualize their association they made in order to
describe the new words they had learned. For example,
in one of the units that was covered, students were intro-
duced the words related to describing people. In a part of
this unit, the synonyms of positive and negative connota-
tions of words are presented, that is, thrifty/economical
(positive) and miserly/mean/tight-fisted (negative). Mike
chose the word ‘mean’ for his VVV. To be able to
describe this minor word, he is at home on a couch and
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Six seconds to visualize the word 339

asks his friend to give him a cigarette. His friend in A. Produce a compound noun/adjective using the
response pours many packets of cigarettes over his head. following words.
This demonstration represents the fact that Mike never
buys cigarettes and always asks for one from his friend. 1. Self ……………………………………………..
The student has associated his attitude of continuously 2. ………………………………………….made
requesting for a cigarette with himself being ‘mean’.
Both students in the class and ‘followers’ who were also B. Circle the word which is closest in meaning to the
members of the Vine application commented below the word given.
6-s video. The other students in class wrote words in the
comments section provided under the video, guessing 1. Prosperity
the word or sharing it on Vine (Revine) or social
networking sites such as Facebook, Twitter and Tumbir, a. Wealth b. Poor c. Popular d. Expel
whereas other members of the application responded with
face icons or ‘liking’ the post. Students were not only re- C. Complete the following table. Draw a line for
ceiving responses from their peers but also from others. words which do not change its form.
In other 6-s videos, students found pictures related to
the word and video shot them one by one with a song they
Noun Adjective Verb Adverb
associated with the word, drew something they associ-
ated with the word with a song in the background, dem- Appeal
onstrated the word with authentic material from
D. Use the following ‘phrases and idioms for rela-
different angles and/or different colours, shapes and
tionships’ in a sentence
sizes, orally defined the word or wrote the definition of
the word on a piece of paper and video shot it, video shot
1. Make it up
someone or themselves doing body movements, actions,
………………………………………………….
mimics and/or gestures describing the word with a song
………………………………………………….
associated with the word in the background, researched
other videos associated with the word and combined
In order to ensure reliability, the vocabulary examina-
them and created their own 6-s videos and so on.
tion was prepared before students were engaged in the
To be able to carry out the VVVs, all dimensions of
VVV intervention. The examination results were
information that are contained in each vocabulary word,
compared to see if there were any significant difference
form, meaning and use (Nation, 2001), were considered
in the mean scores of those students who were
by the students when preparing their VVVs. They were
exposed to the VVV intervention for 6 weeks and those
expected to know the pronunciation, spelling and parts
who were not.
of the word in question: the definition, concept and
synonym/antonym of the word and the grammatical
functions of the word and its collocation (where and
Data collection tools
when it is used). Therefore, the performance assessment
dimension of vocabulary learning that was considered Three main instruments to collect the data for the
and designed for this study involved all dimensions put analysis were employed in the study: a general vocabu-
forth by Nation (2001). lary examination (pretest) to locate participants’ prior
At the end of 6 weeks, a vocabulary final examination vocabulary knowledge, a vocabulary final examination
(post-test) was administered to all of the students taking (post-test) to find out participants’ performance in the
the vocabulary course. The examination consisted of course and a semi-structured interview to uncover
vocabulary assessment elements ranging from table participants’ viewpoints regarding the VVV interven-
completion, multiple choice items and rewriting to tion. For the quantitative data collection of this study,
complete the gap exercises. The examination lasted all participants took a general vocabulary examination
25 min. The following are some of the questions related to locate their prior vocabulary knowledge and ensure
to the examination: that they did not diverse levels of vocabulary knowledge

© 2017 John Wiley & Sons Ltd


340
and a vocabulary final examination to find out partici-
pants’ achievement in the course and compare the results
of students who took part in the implementation of VVV
intervention and students who did not take part. For the
qualitative analysis, interviews were carried out with
randomly selected ten of the participants who took part
in this study. In order to record the interviews carried
out after the examination, a voice recorder was used.
The interviews conducted with the students were
transcribed one by one and analysed. This data were
further divided into themes and discussed in the Findings
and discussion section of this study. Because the
questions were semi-structured, answers and questions
that arouse during the interview varied. Norton (2009)
puts forth that semi-structured interviews ‘use
open-ended questions that enable the interviewee to
talk more freely’ (p. 99). Verbal consent from the
participants was obtained to record the individual
interviews. A one-to-one semi-structured interview
schedule was presented to the participants in question.
The interview questions were originally set as seven
questions. However, during the interviews, this number
increased in order to clarify understanding and
misinterpreted questions and to specify information.
Each interview question took approximately 2 to 5 min
to answer adding up to 20 to 50 min in total for each
participant. The data collected from the interviews were
transcribed and analysed. The findings were set onto
tables according to their topics and are further discussed
in the Findings and discussion section.
Data analysis
The data obtained from the general vocabulary
examination (pretest) and the final examination
(post-test) were quantitatively analysed. In order to
locate the participants’ prior vocabulary knowledge and
ensure that they had similar levels of vocabulary knowl-
edge, the mean scores of the general vocabulary exami-
nation of both groups were compared. To be able to
examine any significant differences in the performances
of the students, the mean scores of both groups were cal-
culated. An independent sample t-test was adopted to
see whether the mean difference between students who
were exposed to VVV intervention and the students
who were not (control group) was statistically significant.
For the qualitative analysis, semi-structured interviews
were used. The interviews were transcribed, and
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M. Kurt & H. Bensen
transcripts were examined individually at first, and then
emerging themes were explored across all transcripts to
validate the codes. Data were first coded and sorted into
coded classifications, then systematical patterns in the
data were recognized (Berg, 2001; Lofland and Lofland,
1984). The data collected from the interviews were
arranged according to their themes and further discussed
in this study. While analysing the qualitative data,
thematic coding and sorting were used (Charmaz,
1983). In this process, stages of qualitative data analysis
put forth by Miles and Humberman (1994) were
followed. These stages involved (a) data reduction,
where the raw data were read through and reduced to
relevant information in the form of codes; (b) data
display, where tables were used to illustrate the number
of codes in each interview as well as the frequency of
specific codes throughout the data; and (c) conclusion
drawing/verification, where the codes/themes obtained
from early stages of analysis were checked against
relevant data and other themes to confirm their validity.
Limitations
This study is limited to undergraduate university students
in a private university in North Cyprus. In addition, only
students that possessed smartphones were able to take
part in this study.
Findings and discussion
The effect of Vine vocabulary videos on participants’
success
An analysis was carried out to investigate whether there
was a difference in the final examination results (post-
test) of the participants who were exposed to VVV
intervention and the students who were not. Before the
VVV intervention, all students taking the vocabulary
class were given a general vocabulary examination to
find out their prior vocabulary knowledge. As can be
seen in Table 1, both groups had very close mean scores
(VVV, M = 7.7500; non-VVV, M = 7.6250) validating
that both VVV and non-VVV groups had similar levels
of vocabulary knowledge. In order to determine the
effect of VVV intervention, the mean scores of both
groups were compared using an independent sample
t-test. From the analysis, it was revealed that students
showed more progress when exposed to VVV
© 2017 John Wiley & Sons Ltd
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Six seconds to visualize the word 341

Table 1. Paired Samples Correlations, t-Test results and Means of the Vine Vocabulary Video (VVV) Group and the non-VVV Group

N Correlation p t s p Pretest M Post-test M

VVV group
Pretest–post-test 16 .820 .000 9.727 2.75 .000 7.7500 14.4375
non-VVV group
Pretest–post-test 16 .940 .000 3.135 1.51520 .007 7.6250 8.8125

intervention compared with those who were not. The Table 3. The effectiveness of Vine Vocabulary Video (VVV)
mean score of (M = 14.44, p = .002) VVV intervention
Student
group shown in Table 2 clearly indicates that the research Interview questions responses
participants were more successful than the non-VVV
group (M = 8.81). In other words, the participants Yes No
Was VVV fun? Why? 10 0
individually showed more progress and improved their Was VVV motivating? Why? 10 0
vocabulary when exposed to VVV intervention Were you able to collaborate with your 10 0
compared with those who were not. friends while doing VVV? How
Do you believe VVVs are useful when 10 0
learning vocabulary? Why?
Do you believe you would have scored the 2 8
Participants’ perceptions of Vine vocabulary videos same in the exam if you were not involved
in VVV project? Why/Why not?
Following the completion of the examination, randomly Did you get any help/ideas from others? 5 5
selected ten students were interviewed with regard to the
implementation of VVV intervention. Table 3 displays
the results regarding the effectiveness of the VVV metaphorically, other words the word in question is
intervention. associated with and the synonyms and/or antonyms of
the word. Mike, for example, explained that

Motivation You have to come up with something to explain that word

As described in the literature, mobile devices are
effective tools to make learning fun and thus motivating
for the students (Miangah and Nezarat, 2012). All
students believed that the implementation of VVVs was
fun and motivating. Even though all of the students
found it fun and motivating, Emma specifically stated
that she ‘had fun watching’ her ‘friends’ VVVs as well
as’ her ‘own’. Sue, Jake and Justin pointed out that they
had fun when they were trying to guess their friends’
words on Vine. Interestingly, Josh, Mike and Fretta put
forth that the ‘researching’ part in which they tried to find
things to put on VVV was fun. These students also
pointed out that in order to video a word, they had to
know the meaning of the word both literally and
only so you know the word and while doing the video you
think about what that word could come up to, what that
word could mean in many senses coz you need something
to do so you think about that word and the possibilities to
explain that word.
Related literature suggests that students’ motivation to
learn increases when students are given the same
material in different ways using technology and simula-
tion (Cameron, 2003). It could be depicted that Vine is
motivating and fun for students.
Collaboration
One important aspect of mobile devices was the fact that
it enables collaborative learning. Miangah and Nezarat

Table 2. Post-test Independent Sample t-Test and Mean Differences of the Vine Vocabulary Video (VVV) Group and the non-VVV Group

N M s t p Pretest M Post-test M MD

VVV 16 14.4375 4.58939 3.681 .001 7.7500 14.4375 6.6875 (%86.29)

non-VVV 16 8.8125 4.03681 3.681 .001 7.6250 8.8125 1.1875 (%15.57)

© 2017 John Wiley & Sons Ltd


342
(2012) ‘learners are able to exchange their knowledge,
skills and attitudes through interaction’ (p. 321) while
using mobile devices. All of the participants suggest that
involving in VVV production is a beneficial tool for
collaboration. As mentioned earlier, students commented
on their friends’ VVVs and ‘liked’ and shared online the
ones they enjoyed watching. In addition, students tried to
guess the word from the VVVs. Some students
commented under the video (in the comments section
provided) with the word they had guessed, and others
sent the word privately (provided in the Vine applica-
tion). One student, Justin, ‘sent a private message to
one of’ his ‘friends commenting on his video’, however,
preferred not to share his comment with the researcher.
From his facial expressions, gestures and tone of voice
(during the interview), it was obvious that his comment
was not academic. Even though comments were made
under the videos, some students were still curious to find
out the word. For this reason, they asked their peer face
to face in class, but the student ‘did not respond’ (Sue).
The reason behind this was because students wanted
their peers to continue trying to guess the word presented
in the video. This shows that students were in a continu-
ous struggle to find the meaning of a word. In addition to
this, as aforementioned, students were not only guessing
the words and commenting but were also sharing the
videos they liked and enjoyed watching on other social
networking sites and/or revining them. Other members
of Vine were also engaged in this process, and they too
were trying to figure out the reason behind the video
and what the video represented. Collaboration in and
out of class regarding both the videos and the word
behind these videos were discussed online with peers,
other members of Vine and with the class lecturer and
offline in class with peers and the lecturer. From these
collaborative sessions, alternative ideas that arouse or
came to mind were also produced in the students’
following video shots.
Usefulness
All of the students argued that the process of VVV was
very beneficial to learn and develop vocabulary. This
was specifically apparent in Daniel’s words, ‘it helps
vocabulary development’. The reason behind their belief
was that learning vocabulary with VVVs enables them to
visually learn the word that is ‘subconsciously stored in
the long-term memory’ (Adam, Daniel, Mike, Zara,
13652729, 2017, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1111/jcal.12182 by Akdeniz University, Wiley Online Library on [11/10/2022]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
M. Kurt & H. Bensen
Jake). This was apparent in the words of Josh, ‘it visually
enables words to stay in our brains’, and Emma, ‘the
visuals were easier to remember and were easily stored
in my memory permanently’. Similarly, Mike claims that
VVVs ‘enable you to use the word while you are
learning, and it is very easy to learn like this’. Zara on
the other hand believes that it is the ‘researching and
gaining knowledge of the word’ that ‘enables it to be
stored easier’. This shows that students who are engaged
in VVV process learn vocabulary with both visuals and
through researching and learn for a ‘lifelong’ period.
Another significant point made by all of the participants
was that their prior vocabulary learning experience was
rather traditional. They would memorize a list of words
and enter an examination rather than use the word in
the target language (Yule, 2006). As Justin stated,
‘instead of continuously looking up the word in a dictio-
nary, memorizing it and go into an exam and then forget,
you are able to understand the word from what you see
and this is easier because you visually learn’[sic].
Similarly, Jake claimed that ‘the other way you just
research the words and try to memorize them but while
doing VVVs you want to add pictures, get info about
it, look at videos to put or create videos yourself’. From
their words, it could easily be perceived that they were
not in a traditional mode of vocabulary learning.
Effect on examination results
When participants stated their opinions whether they
would have scored the same in the examination if they
were not engaged in the VVV intervention, eight out of
ten of the participants believed that they would not
have, whereas only two out of ten stated that they
would have. Emma added that if she had not been
exposed to Vine, then her mark in the exam ‘would
have been less but it wouldn’t have been higher’.
Correspondingly, Zara stated that ‘I would have
definitely scored less in the exam’. The two students
who claimed that they would have scored the same in
the exam responded in that way for the reason that
the exam had not covered all of the words they had
chosen to do their VVVs. This was evident in Mike’s
words, ‘the exam did not include any of the words
I used. Actually there were a couple of things that
I remembered from those Units we did but not all,
one or two’. Interestingly, one student (Justin) added
that ‘I would have scored higher if all of the words of
© 2017 John Wiley & Sons Ltd

Six seconds to visualize the word
VVVs were asked in the exam’. These words indicate
that Vine was both effective and useful for students in
the examination. In addition, the participants stated that
the pictures, visual and sound effects in VVVs were
easier to understand and remember in the examination.
This also confirms the effectiveness of the implementa-
tion of VVVs in vocabulary teaching and learning.
Assistance
When student were asked to state whether they had
received any help while constructing the VVVs, five
out of ten responded that they received help and five
out of ten responded that they had not received help
while constructing the videos. Students that received
help claimed that they lacked creativity for this reason
they needed the help of other individuals. This is evident
in Mike’s words, ‘you need to be creative so you include
friends and it’s good’. Following this, for the person to
whom they had received help, the students responded
that they received help from friends, online friends, flat-
mates and relatives. This also highlights the aforemen-
tioned point that collaboration is fostered when
incorporating technology into the classroom. Students
were in a continuous collaborative mode for a period of
6 weeks in order to produce the VVVs not only with their
peers but also with others not taking the course.
Deciding on and preparing Vine vocabulary videos
In order to decide on and prepare their VVVs, the partic-
ipants made use of different tools as shown in Table 4.
Some of the participants preferred to prepare videos that
could attract people with its humour (Mike, Josh and
Justin). For this reason, they chose words that could
easily be described in the videos. Mike ‘thought about
the things I could make a video of and I could explain
in a video’. Sue on the other hand ‘picked randomly
the words that I did not know or had not heard of before.
I picked the hard ones and the ones I had never seen
before. So I learn new ones and now I can use
Table 4. Deciding on Vine Vocabulary Video (VVV)
A dictionary for definition
The internet to obtain photos, music, definition of words,
similar videos
Body language, that is, actions, gestures and mimics
Drawing and writing with the help of a pen and paper/a
tablet
© 2017 John Wiley & Sons Ltd
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343
complicated words’. Likewise, Mathew also preferred
to choose ‘new words that I did not know’ and checked
their meanings. A strategy employed by Daniel was
At first I did not know how to use Vine because I had
never heard of it. So I started thinking what to do. My
cousin helped me I first wrote definitions of the words
on paper and took that as a video. Then I searched the
internet for the word and music to describe the word with
photos and music too. On my cousins Tablet, I was able to
write the definitions handwritten so it could be a change
and different and nice.
This illustrates that when students prepared their
VVVs, they chose words (from the Units) that were easy,
difficult and/or unknown.
An interesting point raised by the participants for the
preparation of the VVVs was the fact that one needs to
be creative. As mentioned earlier, Mike pointed out that
‘you need to be creative so you include friends and it’s
good’. Similarly, Mathew claimed that ‘creativity is im-
portant’ when preparing the videos. Emma asserted that
she wanted to employ something ‘different’ for each
video. In order to prepare different videos, the student
needed to be creative. The role that creativity plays in ed-
ucation has been considerably discussed (Beghetto and
Kaufman, 2013; Cachia and Ferrari, 2010; Glaveanu,
2011; Humes, 2011; Rinkevich, 2011). According to
Wagner, creativity is considered as an imperative and
an effective skill, which is crucial for students (as cited
in Rababah and Melhem, 2014, p. 196). Grainger et al.
(2004) claimed that spontaneous creativity diminishes
with age. Therefore, the importance of creativity should
be fostered to elderly students. Teachers play a crucial
role in fostering or hindering learners’ creative potential
(Wyse and Spendlove, 2007). The findings indicate that
the process of VVV is very useful to engage students in
creativity, which is seen as a vital aspect in terms of
learning.
Perceived favourable and unfavourable effects of Vine
vocabulary videos
Participants were asked to state their opinions regarding
the favourable and unfavourable effects of VVVs. The
favourable and unfavourable effects of Vine specified
by the participants are presented in Table 5.
Table 5 illustrates the participants’ perceived
favourable and unfavourable effects of VVVs. From
the students’ point of view, the advantages of VVVs
compared with its disadvantages are vast. Students

344
Table 5. Perceived Favourable and Unfavourable Effects of Vine
Vocabulary Videos
Favourable Unfavourable
Easier to remember in the exam Time-consuming (2)
Easier stored in memory Frustrating (3)
Enables the use of words in daily
context
Broadens vocabulary knowledge
Permanent vocabulary learning
Subconscious vocabulary learning
Helps English speaking
Helps overall English
Helps research skills
Helps learn the word in depth
It is fun
It is motivating
Works the brain
New way of learning
While doing a word you learn other
words
believe that the employment of VVVs in a vocabulary
course has many benefits.
Previous literature has stated that videos are seen to
assist second/foreign (L2) language learners in the
incidental acquisition of target vocabulary words (Perez,
Peters, Clarebout, & Desmet 2014). ‘In incidental
vocabulary learning, learners acquire new words from
the context without having the intention of doing so’
(Mohebbi, 2013, p. 882). Students supported the fact that
learning vocabulary was carried out subconsciously.
While they were preparing the videos, they learnt the
word without realizing and realized that they had learnt
the word only when they had taken the examination.
Hulstijn and Laufer (2001) stated that in incidental
learning, students are not informed about an examina-
tion; they are given tasks to complete. Although most
of the students were aware that they were going to be
tested at the end of all tasks (which shows that the tasks
were given intentionally), the outcomes of being
engaged in the process of VVV (creating videos) clearly
showed that students learnt the vocabulary items inciden-
tally. Additionally, from the students’ perspective, while
they were creating the videos, they learnt the word in
question in depth and other words during this process.
Videos have also been seen as a tool for learners to gain
knowledge of previous unknown vocabulary words
(Sydorenko, 2010; Vidal, 2011). These findings show
that creating VVVs not only engages students in the pro-
cess of learning the vocabulary item in question but also
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M. Kurt & H. Bensen
highlights the fact that the learners additionally learn
other unknown lexis.
The only possible disadvantages the participants put
forth were that the VVV process was time-consuming
and frustrating. Although time-consuming was seen as
a drawback from two of the participants, it actually
represented the fact that students were previously
involved in traditional vocabulary teaching in which they
attended classes, received knowledge followed by mem-
orizing words for examinations (as aforementioned).
This was evident in the interviews carried out especially
in the words of Jake, ‘a lot of time is spent preparing the
videos’, who suggested time-consuming as a drawback,
which actually reveals that students are not used to doing
work. Students have problems in this specific context in
adapting to innovative methodologies, that is, producing
work, being involved and engaged in the learning
process rather than being ‘spoon fed’. Even though time
consuming was seen as a disadvantage for a few of the
participants, from the lecturer’s perspective, this was an
advantage for the students in terms of time management.
Through the process of producing the videos, students
needed to finalize five VVVs every week. Taking this
into account, it could be said that students also learnt
how to manage their time effectively.
Conclusion
An embedded mixed methods study was carried out in
order to find out whether preparing, producing and
watching VVVs had an effect on students’ vocabulary
learning. In this twofold study, three main instruments
were used to determine and identify the effect of VVVs
on participants’ vocabulary learning: a pretest, a post-test
(quantitative) and interviews (qualitative). The results of
the pretest indicated that all participants had very similar
prior vocabulary knowledge before the study, and the
results of the post-test revealed that the students who
were exposed to the VVV intervention scored higher in
the vocabulary test compared with those who had not
been exposed to Vine. This definitely indicates the
success of the implementation of VVVs in English
vocabulary learning.
For the qualitative strand of the study, semi-structured
interviews were carried out with the participants who
took part in the VVV intervention in order to find out
their perceptions and experiences regarding their active
involvement. The results of the interviews indicated that
© 2017 John Wiley & Sons Ltd

Six seconds to visualize the word
VVV was not only an effective tool for subconscious
collaborative vocabulary learning but learners also
believed that it was enjoyable and motivating.
Educational implications
Vine engages learners in creative vocabulary learning,
which is seen essential in the learning process (Wagner,
2008). It is evident from the study that involving
language learners in the process of producing VVVs will
definitely make them more creative and improve their
vocabulary compared with learners exposed to tradi-
tional methodologies. The implementation of effective
and enjoyable practices such as VVVs will motivate,
encourage and therefore induce language learners to
allocate more time to the educational applications of
mobile and internet technologies they constantly use
anyway. Therefore, it is strongly suggested that institu-
tions, lecturers, instructors and teachers, especially
English language teachers, employ VVVs into their
institutions and classrooms.
Recommendations for further research
Further studies can be structured to investigate language
learners who have been exposed to other types of
technological devices when learning English vocabulary
and compare the outcomes with VVVs. In addition to
this, a study could be carried out with more participants
from different cultural and educational backgrounds
and gender to reveal whether these affect students’
vocabulary learning when VVVs are employed.
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