Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning

Abstract

The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n=180) language learners. Considering 1 standard deviation above and below the mean score, one hundred twenty three (n=123) language learners were selected for the study. These participants were distributed into 4 experimental groups (with 25 learners) and a control group (with 23 learners). Researcher-made vocabulary pretest and posttest which were designed using the vocabularies from the movies were also administered to the participants. The findings of the study after three weeks of treatment revealed that both authentic video materials and instructional video materials can have positive effect on vocabulary learning of Iranian EFL leaners. This effect, however, is not different among extrovert learners. It was also revealed that introvert EFL learners benefit more from authentic video materials. The findings of the study could be used by material developers or language teachers who may wish to use video materials in their classes.

The Effect of Mother Tongue Translation on Iranian Extroverted and Introverted EFL Learners’ Vocabulary Learning

“…Moreover, as they mostly try to express themselves when they are sure about something, they limit their participation in class activities and conversations which confines their learning process. This part of the findings is in line with Isazadeh et al's [66] findings. They evaluated the effect of authentic and instructional video materials on extrovert and introvert learners' vocabulary learning.…”

The Effectiveness of Using Instagram Application on Students Vocabulary Size in Papua Senior High School

“…It may also refer to "a list or collection of accessible phrases or codes," "a set or list of nonverbal symbols" (such as maritime alphabet flag signals), and "a series of expressive forms employed in an art" (as in "the vocabulary of dance"). Following that, (Isazadeh et al, 2016) noted that, while many efforts have been made to establish an appropriate technique to teach vocabulary, the results have not always been satisfying. As a result, a basic question was raised to determine why vocabulary acquisition is such a difficult issue and what approach may best serve the objective of teaching vocabulary.…”