3. Data Collection Methods:

For this research, two different methods are combined: experiment, and testing. According to Dörnyei (2007:335), using mixed methods for research serves various purposes, such as helping the researchers to investigate complex educational issues and enriching the researcher’s thoughts, enabling them to draw conclusions. Additionally, combining more than one strategy means that they are able corroborate each other and hence increase the validity of the research. Typically in an experimental study design, participants are assigned to one of two groups, the experimental group, whose members are exposed to special treatment or certain condition (which is here watching videos), and the other group, who receives normal instruction or operate in standard conditions. This distinction will mark measure the effects of the intervention using a pre- and post-test format (Dörnyei, 2007:70). In my first study on the intermediate students, The group of 20 learners will be divided to two groups; the first group will have a traditional lesson using the textbook English File: intermediate and the other one will have a lesson using videos. Both groups will be tested after three days and their results will be compared. In the second study and the third one, I will compare the results of 2 groups of students after 3 days of taking the traditional lesson using a test (pre-test) and the results after taking the same lessons through using videos (post-test). The distinction of the results between both tests will suggest the effects of the use of videos in relation with vocabulary recall and avoidance of interlingual and intralingual vocabulary errors. Another data collection methodology that will be used throughout the studies is observation. Erlandson, et al. (1993) suggested that observations enable the researcher to describe existing situations using the five senses, providing a "written photograph" of the situation under study. In this way, a holistic understanding of the phenomena under study will be developed. The type of testing used in the 3 studies was translation. Using translation as a testing tool with regard to vocabulary knowledge refers to the conceptual meaning of vocabulary knowledge. The type of translation used here is factual written testing which is intended primarily to convey information with precision from books and magazines (Picken, 1983). As a testing measure, translation requires the learners to use their linguistic competence in the target language requiring precise use of the vocabulary though it is difficult to find exact equivalence in the target language depending on the type of input the learners receive in the target language (Hismanoglu, 1990). This type of testing is valid for the research questions this paper is studying as vocabulary recall and vocabulary errors are primarily sought.

4. Data Analysis:

Qualitative data analysis (QDA) is the process of turning written data such as interview and field notes into findings (Lenny et al. 2011:302). One of the strategies used in this concern is Constant Comparison where the researchers have to look for signs/ indicators of certain processes, events and behaviour for a certain group, name them and code them on documents. Then compare these codes with codes taken from the other group to find consistencies and differences to make up certain findings (Strauss, 1987:28).

The first study was done on Intermediate students studying English File: Intermediate (Check appendix A). The group of 20 students were divided into two groups (10 students in each one). One group was given the same lesson (check appendix A) which is about airport and registration and the following class, they were tested to check their choice of vocabulary by using the test involved in appendix (B)

Here are sample of the students’ answers after the traditional lesson:

“Where is the registration office for the plane?” (students A, F)

“Where is the check in office for the office?” (student B,E,D)

“Where is the check in room?” (students C,G)

Only 3 out of 10 students answered the correct answer which is ‘where is the airport check in desk?’ even though they have been all introduced to the vocabulary word several times through the matching exercise, the reading task, and discussions while doing the dialogue.

Students A and F’s answers showed literal translation of the Arabic word ‘تسجيل’ which can be considered as interlingual error of vocabulary production. Students B, E, and D’s answers showed examples of literal translation for the word ‘office’ which is ‘مكتب’ in Arabic as mentioned in the sentence they had to translate. Students C and G overgeneralized the use of the word ‘room’ to represent the concept of ‘desk’ or ‘counter’ and by this committing an intralingual error as well.

On the other hand, here are the results of the other group after 3 days of watching the videos. 7 students out of 10 answered with the correct translation using ‘Where is the airport check in desk?’ while the other 3 were able to recall the new vocabulary items but they changed the structure saying ‘Where is the check in desk for the plane?’ Their translation shows better mastery of vocabulary learning but it still needs some more practice and use at the sentence level.

The third sentence showed similar results. The first group’s answers were the following:

Students A, B, D, G, and J translated the sentence like this, ‘I want a seat next to the aisle’ without considering the use of the word ‘aisle’ as an adjective which is part of the vocabulary knowledge because of the literal translation of the sentence from Arabic ‘بجانب’.

The experimental group, however, noticed throughout the dialogues in the videos that such structures as ‘aisle seat’ and ‘window seat’ always together. As Castro (2009) states that “videos can be an effective tool for language learning since they are created for native speakers which allow the EFL learners to learn lots of expressions or collocations’. In this study, all the students were able to give the right translation which shows great development and avoidance of interlingual vocabulary errors.

The fourth sentence shows intralingual errors on the part of group 1. After all the repetition of the word ‘boarding’ throughout the reading task, but all the students of group 1 used the vocabulary ‘leaving’ which doesn’t carry any reference to the airport or planes. This is an overgeneralization of the use of the vocabulary ‘leave’ in contexts where other vocabulary should be used. However, the experimental group showed better results as 7 students used the word ‘boarding’ after they realized the consistency of the use of the words ‘boarded’ and ‘boarding’ throughout the two videos in relation with airplanes.

The second sentence shows similar results to the ones I have previously discussed. 7 students from group 1 translated the sentences in the following way:

“Can I see the plane ticket?”

“This is baggage delivery card”

These translations show literal translation of these sentences from Arabic without recalling the right vocabulary items which are the ‘boarding pass’ and ‘baggage reclaim’. While students in the experimental group showed better results as 6 students were able to translate the sentences correctly out of their better engagement, interest, and therefore recall of the correct use of airport vocabulary. As Thanajaro (2000) remarks, “The use of videos in ESL or EFL classrooms has a positive effect on learners’ motivation to learn the language”. The results of the observation are included in appendix (D) showing the linguistic and the non-linguistic aspect of using the videos in the class and the extent to which they can aid vocabulary recall. It suggests better mastery of the linguistic content in context of situation (dialogue) including the vocabulary items as the videos contain two channels (visual and aural) that correspond to each other. On the other hand, using video help to maintain eye contact (caused by motivation) which yield into better recall of vocabulary.

The second study was done including 5 advanced students studying the course English File: Advanced. This group of students read a dialogue between a Professor of Classics in the University of Cambridge and an interviewer and did the related tasks involved with it (look at appendix H) and they were asked after 3 days to translate these sentences:

- كل مكان ينتهي ب caster كان حصنا رومانيا في أحد الايام.

- حصلت مؤامرة إرهابية لإغتيال القادة السياسيين و إحراق المدينة و إسقاط الحكم.

The results were the following:

3 students answered the sentences in this way:

• Each place ending with caster was a roman castle once upon a time.

• A terrorist plot happened to kill the political leader, burn the city, and …….

2 students answered the sentences this way:

• Every place with –caster was a roman ….. one day.

• A terrorist conspiracy happened to ……… the political leaders, burn the city, and authority.

The results show evidence of intralingual errors of vocabulary learning such as ‘kill, once upon a time, castle’ which are used out of their actual context. The word kill does not have any political implication which the context of the sentence implies. The words ‘once upon a time’ are usually used in stories and therefore using them when talking about real historic incidents that actually happened in an academic narration of events is out of context. The word ‘castle’ used to mean حصن is also wrong as forts are used to protect cities and people and have political implications unlike the word ‘castle’. Castles are built to protect the royalties (kings and their noble men) and their servants only which does serve the purpose of the meaning. The gaps that the students left blank refer to their inability to recall these words and when they read their answers aloud, they used their mother tongue (Arabic). After the test, the teacher integrated two videos into his teaching (The first video with pauses and the second is the same as the first one but without any pauses or subtitles). He took advantage of the video features including visual and auditory channels, ability for pausing, engagement and motivation. The students were able to read the subtitles of every piece of the dialogue in the first video and the teacher asked them to say aloud each part. Using videos, therefore, allowed receptive knowledge along with productive use (Stempleki, 1987). The same instructions of the previous methods were used including answering comprehension question after watching the second video and completing different sentences. After three days the students were asked to translate these sentences (look at appendix I) and the results were the following:

3 students wrote the following

• Every place that ends -caster was a Roman fort.

• Politically, many of the problems that we face now were faced by the Romans.

• A famous event in Roman history in 63 BC.

• A terrorist plot happened in the City of Rome to assassinate the political leaders, to burn the city, and to take control.

• He decided to execute the conspirating leaders without trial, summary execution.

• After two years he was exiled.

2 students translated the sentences this way:

• Each place that ends -caster was a Roman fort.

• Politically, many of the dilemmas that we face now were faced by the Romans.

• A famous accident in Roman history in 63 BC.

• A terrorist conspiracy happened in the City of Rome to assassinate the political leaders, to burn the city, and to take over.

• He decided to execute the conspirators without court, summary execution.

• After two years he was exiled.

Their answers showed increasing vocabulary recall and less frequent amount of intralingual errors. The word ‘accident’ represents an intralingual errors as accidents are unplanned and happen by chance which makes the word out of this context where the interviewer is talking about conspiracy. The word ‘conspirating’ represents a literal translation from Arabic (interlingual error) and the wrong derivation of the gerund ‘conspirating’ out of the adjective ‘conspirator’ which is inapplicable. However, students’ ability to recall words and overcome interlingual and intralingual errors evidently increased as they used ‘face, dilemmas, take over/control, summary execution, and exile’.

Another study was done on two groups of ESP students (intermediate English proficiency) studying Electrical and mechanical engineering and aiming at speaking about different machines with their components and the method in which these machines operate as well as the ways for their further development. For this study, there was a group of 10 students who were given a lesson taken from their course book Oxford English for Electrical and Mechanical Engineering using traditional reading and matching strategies (see appendix E). After two days from the lesson, they were tested and then given the lesson using two content videos I designed for this lesson. Then, after another two days they were tested again to check their use of vocabulary.

The students in the first lesson had a reading extract discussing the main components of electrical motors how they work and produce motion and then two tasks where they basically had to match pictures with their relevant description. The text contains lots of technical vocabulary items that students should comprehend well in order to use them properly in speaking and writing tasks. After two days of this lesson, the students were tested based on the accuracy of choosing vocabulary (see the test in appendix F).The results were the following

6 students (A, C, E, J, F, I) translated the sentences in the following way:

• In the electrical motor, electrical and magnetic field produce rotation.

• If the electrical ……flowed in …… of wire with a ….. iron, the iron …… becomes magnetized and it is called electrical magnet.

• General motor works on …… and continuous

four students (e, b, g and d) translated the sentences in the following way:

• In the electric engine, electric current and magnet field produce circular movement

• If the electric current flowed in …….. of wire with an iron bar inside , the iron becomes magnetized and it is called electric magnet

• General motor works on Direct and AC Current

Students’ translation show wrong use of vocabulary such as ‘electrical’, ‘circular movement’, and ‘works on’ which are based on wrong overgeneralization of words out of their context. The word electrical is used as an adjective to refer to something related to electricity i.e. electrical faults, electrical component but not running on electricity (the word electric means running on electricity). The word ‘circular’ when it is associated with movements means moving in circles and not exactly rotating which means spinning around ones’s self. The verb ‘work’ can be generally associated with making a machine, device, etc. operate but for motors and cars, the collocation used is the verb ‘run’. In this sense, these errors done by these students are intralingual vocabulary errors as they are caused by wrong overgeneralization of rules in contexts where they do not belong. Words like ‘electrical magnet’ and ‘continuous’ show examples of literal translation of the words ‘حقل مغناطيسي’ and ‘مستمر’ and thus are considered interlingual vocabulary errors. Some words like ‘current’, ‘alternating’, and ‘loop’ were left blank and the students couldn’t recall them or replace them with words that may have similar meanings.

The second teaching methodology was based on using two content videos. These videos were designed by me as to pause at every sentence and allow learners to listen and then read aloud what was said each time with the use of some illustrations. The features of the videos allow more opportunities for vocabulary noticing and interaction as the students were reading aloud with the video at each pause. The ability for the students to rewind the videos again in the class and at home offered help to the teacher H.. N.. who simply asked the student to repeat in the pauses and summarize what they comprehended at the end. After two days, the students were tested again (see appendix G). The results of this experiment were the following:

4 students translated the sentences in the following way:

• The electric current goes through the brushes to the commutator which consists of one or more split rings

• Electromagnet consists of a coil of wires rotated around a piece of iron.

• The electric current in the armature interact with the magnetic field in the coil to produce motion.

• The direction of the motion depends on the direction of the magnetic field and the current

• There are two types of currents; Alternating and direct current

One student produced similar translation with these changes:

• The electric current runs through the brushes to the commutator which consists of one or more ….. rings.

• There are two types of currents; …….. and direct current

3 students forgot also the meaning of ملف المحرك and made this slight change (compared to the first 4).

• The electric current in the ….. interact with the magnetic field in the coil to produce motion.

2 students translated the sentences with this change.

• There are two types of currents; ….. and continuous current

• The direction of the circulation depends on the direction of the magnetic field and the current.

Based on these results there are still some interlingual errors like ‘circulation’ instead of rotation and ‘continuous’ instead of direct but the numbers of errors decreased and the learners are now more aware of words like ‘current’, ‘brushes’, ‘commutator’ and ‘electromagnets’ since they all used them properly which means decreasing interlingual and intralingual vocabulary errors.

These results are similar to what researches suggested about captioned videos. Captions, evidently, facilitate language learning by helping learners visualize what they hear, especially if the input is slightly beyond their linguistic ability (Danan, 2004) and therefore serve to increase language comprehension and vocabulary noticing and recall while facilitating additional cognitive processes, such as greater depth of spoken-word processing (Bird & Williams, 2002).