Abstract

In the fast growing complex world, technologies have received attention in second language learning over the past few years. Especially, learner’s impact towards learning new words through different modalities is more effective in aiding vocabulary acquisition. The purpose of this study is to identify the determination strategies of vocabulary-learning adopted by 72 Engineering students from TED Talks Videos and YouTube Videos. The survey is based on Schmitt’s (1997) Vocabulary Learning Strategies (VLSs). The study aims to compare the determination strategies on TED Talks Videos and YouTube Videos. The obtained results of the study revealed that the use of TED Talks Videos is more useful for discovering the meanings of new words than YouTube Videos. Detailed descriptions of the usefulness of determination strategies are given in the investigation.

Keywords: Vocabulary Learning Strategies, Determination Strategies, TED Talks Videos, YouTube Videos.

1. Introduction

Vocabulary can be defined as knowledge of word and word meanings. The definition of vocabulary is much more complex. Word has two forms which are oral (listening and speaking) and prints (reading and writing). Word knowledge can be divided into two forms; receptive (see or hear) and productive (speak or write). According to Kamil and Heibert (in press);

"Receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we assign some meaning, even if we don't know their full definitions and connotations - or ever use them ourselves as we speak and write."

Vocabulary, which is a component of language proficiency, has received comparatively little attention in language testing (Read, 1988). Read (1988) also added that the importance of vocabulary and the need for more systematic vocabulary development for second language learners have been highly recognized by those who are having difficulties in reading comprehension and other skills by a 'simple lack of word knowledge'.

2. Vocabulary Learning Strategies

Vocabulary learning strategies can be considered as a part of general learning strategies in second language acquisition. The first development in learning strategies area began in 1970s with research to recognize the characteristics of good language learners (Naiman et al., 1978; Rubin, 1975). O'Malley and Chamot define learning strategies as "the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information" (1990, p.1). This definition can be seen in Schmitt's defining vocabulary learning strategies too. Schmitt says learning is "the process by which information is obtained, stored, retrieved and used... therefore vocabulary learning strategies could be any which affect this broadly defined process" (1997, p.203).

Students need a wide range of independent word-learning strategies. Vocabulary instruction should aim to engage students in actively thinking about word meanings, the relationships among words, and how we can use words in different situations. This type of rich, deep instruction is most likely to influence comprehension (Graves, 2006; McKeown and Beck, 2004).

3. Survey of Literature

Vocabulary learning strategies can be considered a subset of general learning strategies in second language acquisition. 1970s marks the first developed starting interest in learning strategies with research to identify the characteristics of good language learners (Naiman et al., 1978; Rubin, 1975).

O’Malley and Chamot define learning strategies as “the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information” (1990:1). Schmitt says learning is “the process by which information is obtained, stored, retrieved and used, therefore vocabulary learning strategies could be any which affects this broadly defined process” (1997:203). Arguments paved way for debate, whether vocabulary learning is incidential or intentional, which results on the quality strategy making for vocabulary learning. To prove, Sokmen (1997:225) argues the importance of strategic learning stated that learning all the vocabulary in the classroom is highly impossible on the practical grounds.

Brown and Payne (1994) identify five steps in the process of learning vocabulary in a foreign language: (a) having sources for encountering new words, (b) getting a clear image, either visual or auditory or both, of the forms of the new words, (c) learning the meaning of the words, (d) making a strong memory connection between the forms and the meanings of the words, and (e) using the words. Consequently, all vocabulary learning strategies, to a greater or lesser extent, should be related to these five steps (Fan, 2003: 223).

Vocabulary Learning Strategies viewed at different perspectives. Formally, it helps the learning process of new vocabulary. Strategies improve the efficiency of vocabulary learning. Vocabulary learning strategy is connected to memory, in order to study a new word. Ideally, learners must know appropriate and efficient strategies, so that they could pick suitable learning strategy for them to learn a vocabulary. Every strategy is unique in its learning situation and environment, because one strategy may work better than another in different sitting.

4. Significance of the study

The present study aims to compare engineering students’ determination strategies on TED Talks Videos and YouTube Videos. The researcher believes that an awareness of engineering students’ determination strategies on vocabulary learning makes EFL educators and curriculum designers more sensitive to their roles in teaching and learning. Moreover, it will permit the learners to match teaching and learning so as to develop engineering students in vocabulary learning as well as to assist them effectively. It helps the students to be more independent learners and develop strategies. Language practitioners design materials and activities to aid them to improve the vocabulary learning to enhance their competence in words.

5. Research Objectives

This study is specially to understand the language aspect of vocabulary learning. The research was planned to make EFL speakers an independent strategic learners especially on vocabulary. The present study aims:

· To explore and compare the most and least frequently used vocabulary learning strategies by engineering students.

· To identify and compare the determination strategies of engineering students on technological modalities.

· To explore the vocabulary learning strategies of engineering students through technological modalities.

6. Research Questions

This research will investigate effective ways in learning English Vocabulary as a foreign language. The following questions can be formulated for the study:

· What is the most frequently used technological modalities of vocabulary learning strategies by engineering students?

· Do vocabulary learning strategies contribute to the engineering students’ vocabulary knowledge?

· Are engineering students, vocabulary learning strategy users?

7. Determination Strategies

Schmitt’s Vocabulary Learning Strategies (1997) formulated for language learners to acquire new words from these strategies. Schmitt gave a wide range of different vocabulary learning strategies proposed by different vocabulary learning strategies researchers starting from Stoffer, Nation, Gu, et al.,. Schmitt’s Vocabulary Learning Strategies (1997) categorized into two mains groups like, Discovery Strategies and Consolidation Strategies. Further, Schmitt sub-categorized those vocabulary learning strategies into five namely, Determination Strategies, Social Strategies, Memory Strategies, Cognitive Strategies and Metacognitive Strategies. The present study has used Indian Engineering Second Language Learners as sample of the research. Particularly, engineering students’ counts on determination strategies are taken into account of the use of vocabulary learning strategies. Determination Strategies “they are individual learning strategies” (Schmitt, 1997). Determination Strategies are used for the initial discovery of a new word’s meaning. Since proficiency, motivation, environment, culture can influence the preference for choosing learning strategies especially with technological modalities. The purpose of this prudent study was to identify the determination strategies of engineering students’ vocabulary knowledge through the technological modalities of TED Talks Videos and YouTube Videos.

8. Research Methodology

Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) (1997) was chosen to identify the determination strategies of 72 Engineering students. All 8 items in the questionnaire were collected through online source of Google Forms 2018 (see Table 1). The rating scale for the frequency of use of the vocabulary strategies as: Helpful, Not Helpful, Not Used but Helpful and Not Aware respectively.

Table 01 (look at the bottom of page)

9. Sample and Sample size

To test the current study, a convenience sample was selected consisting of 72 EFL participants (46 males, 26 females) who were enrolled engineering in VIT Chennai, as the sample of the study is shown in Table 2. The proficiency level of the participants ranges from intermediate to advanced level. The participants were asked to provide demographic information about their background and the length of time studying English. The participants had different language backgrounds and were exposed to the same treatment conditions for the study.

TABLE 2

DESCRIPTION OF SAMPLES

Category Number

Male 46

Female 26

Total 72

10. Procedure

In order to identify the determination strategies from TED Talks Videos and YouTube Videos, the present study made use of the video streaming from both the modalities. The videos had a time limit of 10 minutes each. Before responding to the questionnaire, students were told to answer genuinely. The participants were asked to identify the determination strategies they use for learning a new vocabulary from the videos. Moreover, 20 engineering students were randomly selected for interviews on representatives from the same sample population used for the study. The semi-structured interviews were conducted after participants’ responded to the questionnaire, in order to assure participants comprehension towards the questions.

11. Results

The results of the present study analyses the participants responses to video streaming, questionnaire and semi-structured interview. The investigator attempted to report the findings based on the research objective, to compare the determination strategies from TED Talks Videos and YouTube Videos.

TABLE 3 & Table 4 (look at the bottom of the page)

The statistical detail includes sample standard deviation, variance (sample standard), population standard deviation, variance (population standard), sum, mean and standard error of the mean of the eight strategies. Table 3 shows the statistical details of determination strategies from TED Talks Videos and Table 4 shows the statistical details of determination strategies from YouTube Videos for learning a new vocabulary.

TABLE 5 (look at the bottom of the page)

To ascertain the results of this comparative study, the researcher asked open-ended questions in the form of semi-structured interview. The results are mentioned above in Table 5. The questions posed to the participants was what are the most used determination strategies from TED Talks Videos and YouTube Videos and why? Twenty out of twenty participants (100%) stated that they use ‘Look at pictures or analyze gestures’ to discover the meaning of a new word. They declared that both the modalities are video based understanding; hence the participants find it easy to identify the meanings from the gestures. 16 (80%) participants pointed out that ‘Guess from the context’ is the second favorable way to learn a vocabulary. It deepens critical thinking and fastens understanding as well. 12 (60%) participants said ‘Use English to English dictionary’ strategy holds the third place that benefits participants to learn and discover new vocabulary. Though referring to dictionary for new words takes time, it is indispensible for a learner to learn the meaning of a particular word. Dictionary plays a major role in determination strategies for vocabulary learning.

12. Discussions

Graphical representation of TED Talks and YouTube results (look at the bottom of the page)

Participants of the engineering students achieved higher scores in the TED Talks Videos than the YouTube Videos for determination strategies of vocabulary learning. The gap between the scores gets wider as the strategies increases. There are many individual differences among the participants in terms of the level of scores achieved. This study aims to compare foreign language learners’ determination strategies of vocabulary learning while watching TED Talks Videos and YouTube Videos. The researcher found that, in response to the two modalities, TED Talks Videos rather than YouTube Videos aid novel vocabulary recognition. This occurred regardless of the responses were given by the participants in videos streaming, questionnaire and semi-structured interview modes. TED Talks Videos helps participants overall comprehension of the video and appears to facilitate vocabulary acquisition than YouTube Videos. As noted by the participants, YouTube Videos fails to interact closely to the environment and tasks approach learning without distractions. TED Talks Videos increased the depth of processing since it employs focused approach learning on the subsequent recognition on vocabulary. TED Talks Videos are well documented than YouTube Videos that foreign language learner finds more effective for the accountability and reliability. Participants mentioned during the semi-structured interview that they have encountered a string of incomprehensible input in YouTube Videos. Participants paid more attention to TED Talks Videos, because learners’ information-gathering during video streaming something they do not know. The unfamiliar words that a participant listens is a strategically approach to discover the meaning of the particular word. On the other hand, YouTube Videos, learners think that, it is easier to be understood. Hence participants ignore YouTube Videos as an effective tool for determination strategies. Acquisition is not spontaneous; it takes time and especially when the input comes through different modalities.

13. Conclusion

The present paper argued that vocabulary is an important ingredient of language and vocabulary learning is an essential part of EFL. Learners need a wide array of vocabulary to be able to tackle in their academic activities in second language learning. In order to help learners to enhance such vocabulary knowledge, different technological modalities equipped. This paper attributed engineering student’s determination strategies on TED Talks Videos and YouTube Videos by having access to a variety of vocabulary learning strategies. TED Talks Videos enables learners to deal unknown vocabulary when compared to YouTube Videos statistically. Gradually the participants realize the value of the strategies and learn the vocabulary of the most appropriate way.

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