Exploring English Language Learners' Experiences of Intentional Vocabulary Learning with Online Videos

[[abstract]]電腦輔助語言學習教材含豐富的多媒體內容，其對於刻意式字彙學習具有相當的幫助。儘管眾多學者曾提倡使用這類教材以輔助英語教學與學習，然而，有關於利用電腦輔助語言學習教材（特別是線上或數位影片）進行刻意式字彙學習之確切影響仍未明朗。因此，本研究主要目的在於探討以英語為外語的學習者在電腦輔助語言學習系統中，藉由線上影片完成一項刻意式字彙學習任務的英語學習經驗。 此份研究為期十八週，研究對象為四十七位選修英語會話課之大學生。本研究使用一項線上影音平臺建置電腦輔助語言學習環境。學生透過這項平臺進行刻意式字彙學習任務，以完成課程需求。本研究在資料收集方面採質量兼備的方式。量化資料包括學習平臺的資訊檔、學生的自製單字表、以及一份學習動機問卷，並採用描述性統計進行分析。質化資料則透過個別晤談的方式收集，以深入探究學生的學習觀感。 本研究結果顯示，學生在這項電腦輔助語言學習系統中與影片教材有高度的互動，而其在進行刻意式字彙學習任務的過程中，最常使用的系統功能為影片字幕、內建字典、以及可調式媒體播放鍵。此外，本研究發現學生使用線上影片能夠提升他們學習英語的內在動機，而學生對於該字彙學習任務的整體經驗亦抱持相當正面的學習態度。藉由本研究結果，語言教學者可更深入了解以英語為外語的學習者在電腦輔助語言學習系統中，利用線上影片強化刻意式字彙學習的經驗與評價。[[abstract]]Computer Assisted Language Learning (CALL) material with multimedia-rich content is believed to be beneficial for explicit vocabulary learning Although many researchers have promoted the use of CALL material for English language teaching and learning there have been limited empirical studies that focus on students’ intentional vocabulary learning with CALL material particularly in the form of online or digital video This study thus aims to explore English as a foreign language (EFL) students’ experiences of intentional vocabulary learning with the mediation of online video in a CALL system The present study lasted for an 18-week semester and involved 47 university students who enrolled in an English conversation course This study adopted an online video-based platform as a CALL system through which the students were required to complete an intentional vocabulary learning task as part of the course requirement The data sources of this study included the online system logs the student-generated word lists the students’ responses to an intrinsic motivation questionnaire and their individual interviews The collected data was analyzed using methods of descriptive statistical analysis and content analysis The results revealed that the students had frequent interactions with the video material in the CALL system and the most commonly used system functionalities for learner-content interaction were video subtitles built-in dictionary and adjustable playback speed Furthermore it was observed that the students were intrinsically motivated in using the video material to complete the intentional vocabulary learning task in the CALL system and that they perceived the overall appropriateness of the use of video for learning English vocabulary fairly positively Taken together the findings of this study provide insights for language educators with regard to EFL learners’ use and evaluation of learning vocabulary intentionally with online videos in a CALL syste