Gaetan Olivier, Nunung Suryati

EFL Students’ Perception towards the Use of Debate Video Session for Vocabulary Acquisition and Retention

Introduction

Efl students’ perception towards the use of debate video session for vocabulary acquisition and retention. Explore EFL students' perceptions of using captioned debate videos for enhanced English vocabulary acquisition, retention, pronunciation, and listening comprehension. Discover effective teaching strategies.

Abstract

Discovering captioned debate videos for vocabulary acquisition is an essential learning strategy for EFL learners. Vocabulary is a crucial element in the acquisition of a foreign language. However, many students experience challenges in mastering English vocabulary. Various vocabulary learning strategies were established, with some students utilizing personalized techniques to learn new words. Learners' motivation and obsession with vocabulary acquisition are enhanced by audiovisual stimuli, such as animated films, videos, and music, which captivate their attention. This study aims to explore students' perceptions of using captioned debate video sessions in English for vocabulary acquisition and retention. In this study, the researcher utilized a mixed method. The research was conducted in the English Department of Universitas Negeri Malang, East Java. It involved 40 participants: 30 undergraduate students in their third and fifth semesters and 10 postgraduate students in their first semester of master's studies. The findings revealed that debate videos improved EFL learners' English vocabulary mastery and pronunciation and helped with word retention. Captioned debate videos should be employed in the EFL teaching classroom to enhance learners' English proficiency, particularly for vocabulary acquisition and retention, as well as to foster pronunciation. In addition, captioned debate videos can improve active vocabulary mastery and listening comprehension.

Review

This study delves into a highly pertinent and critical area within English as a Foreign Language (EFL) pedagogy: effective vocabulary acquisition and retention strategies. Recognizing the pervasive challenges EFL learners encounter in mastering English vocabulary, the research, titled "EFL Students’ Perception towards the Use of Debate Video Session for Vocabulary Acquisition and Retention," aims to investigate students' perspectives on integrating captioned debate video sessions for enhancing both vocabulary learning and recall. Employing a mixed-method approach, the study was conducted with a cohort of 40 undergraduate and postgraduate students at Universitas Negeri Malang, East Java, providing a focused context for examining this innovative pedagogical tool. The findings presented are highly encouraging and offer valuable practical implications for EFL educators. The abstract highlights several significant benefits, indicating that the use of debate videos substantially improved EFL learners' English vocabulary mastery and facilitated better word retention. Crucially, the study also identified positive impacts on pronunciation, active vocabulary use, and listening comprehension, suggesting a broader range of pedagogical advantages beyond initial vocabulary learning. The successful integration of audiovisual stimuli, particularly captioned debate videos, appears to be a powerful means of captivating learners' attention and boosting motivation, aligning with current research on engaging and effective language learning environments. While the abstract provides a compelling case for the pedagogical utility of captioned debate videos, a more detailed elaboration of the "mixed method" methodology and the specific instruments used to gauge student perception would enhance the robustness of a full review. The participant group, though appropriate for an initial exploration, might benefit from expansion in future studies to further validate and generalize these promising findings across a wider array of EFL contexts and proficiency levels. Nevertheless, this research strongly advocates for the inclusion of captioned debate videos in the EFL classroom, opening avenues for future investigations into long-term retention effects, comparative studies with other vocabulary learning methods, and the efficacy of diverse debate content.

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