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研究生：	顏伯芳 Yen, Po-Fang
論文名稱：	輔以YouTube影片及小組海報的英文單字教學法:增進國中三年級學生之英文單字習得與存留之影響 Thematic YouTube Video-aided Vocabulary Instruction with the Group Poster Task: A Case Study on Enhancing Ninth Graders’ English Vocabulary Acquisition and Retention
指導教授：	劉繼仁 Liu, Gi-Zen
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系碩士在職專班 Department of Foreign Languages and Literature (on the job class)
論文出版年：	2012
畢業學年度：	100
語文別：	英文
論文頁數：	181
中文關鍵詞：	YouTube影片、溝通語言式的教學、視覺的識字能力
外文關鍵詞：	YouTube, communicative language teaching, visual literacy
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論文名稱：輔以YouTube影片及小組海報的英文單字教學法:增進國中三年級學生之英文單字習得與存留之影響
校別組名：國立成功大學外國語文研究所
研究生：顏伯芳
指導教授：劉繼仁博士
論文內容提要：
本研究旨在了解YouTube影片輔助英文單字教學，對於英語為外語的國三學生單字習得與存留之影響。研究對象為台南市某市立國中39位三年級學生，研究者運用YouTube影片搭配理論及實務兼具的學習模式，探討針對單字的字義、字義和影像的連結、單字在情境的用法及閱讀測驗的學習成效。此外，本研究的另一主旨為探討合作學習的小組海報製作，強化學生單字的辨識及字義的存留，而發展視覺的識字能力。
本研究採用質性及量化的混合式研究，所有的參與者都要完成評量的前測、後測及延遲測驗和問卷調查。研究結果摘要如下：
1.YouTube影片輔助英文單字教學有助於加強學生的單字習得及存留。
2.學生在字義學習及字義和影像的連結有顯著的進步。在閱讀測驗上，學生在教學後無立即的進步，但在延遲測驗中有顯著的進步。情境的單字使用，學生在教學完有立即顯著的進步，學習成效隨時間而消弱。
3.根據問卷調查及訪談結果，學生大致同意此教學法可讓英文單字學習有趣。此外，YouTube影片的情境及句子可幫助他們理解及加深字義的存留，而且減少學習緊張感。
4.問卷調查及訪談結果顯示此教學法主要有三個缺點及九個優點。缺點為: (1)影片的旁白陳述速度對國中生來說偏快，(2) 使用YouTube影片師生需花較多的時間及精力，(3)影片的內容及單字較教科書的困難。優點為: (1)影片有趣且令人印象深刻，(2)學生對於單字的知識及用法顯著進步，(3)提供視覺線索的輔助，(4)增進聽力能力，(5)加強單字字義的學習，(6)增加文法句型的習得，(7)透過影片中的母語講者的發音增進口語能力，(8)透過影片中的視覺及聽覺內容加強單字理解及記憶，和(9)提供日常生活的情境。
5.學生大致上喜歡透過合作學習的小組海報方式進行英文單字的學習，並認為同儕的合作學習可幫助他們發展視覺的識字能力。
本研究結果顯示YouTube影片輔助英文單字教學有助於中學生的英語單字學習及識字能力的培養。而合作學習的小組海報方式可形成溝通語言的學習模式。YouTube影片中真實的語言環境有助於網路世代的國中生專注於字彙習得與留存。
關鍵字：YouTube影片、溝通語言式的教學、視覺的識字能力。

Abstract

Although videos have been widely applied in educational contexts since the 1960s, their effects with regard to vocabulary acquisition and word retention are still a matter of some debate. YouTube, a popular Internet-based video site, has not only changed people’s habits of watching TV programs and other video materials, but also brought new opportunities for language education. While some studies have examined the use of this new media in education, there has been little research about its use in English vocabulary learning and teaching in formal contexts, especially in the English as Foreign Language (EFL) environments that occur in junior high schools.

This study aimed to investigate the effects of using thematic YouTube video-aided vocabulary instruction, abbreviated as YVAVI, when applied with thirty-nine ninth graders in Tainan City. Based on prior research, since the major difficulties in learning vocabulary are word recognition and retention, it was hypothesized that YouTube videos could be used along with a theory-and-practice-based learning model focusing on the word meanings, the association between images and word meanings, the word use in the context, and reading comprehension. Another aim of this research was to investigate whether the task of making group posters in the YVAVI could motivate learners to recognize and retain the forms and word meanings, and further develop their digital visual literacy.

A mixed quantitative and qualitative methodology was applied in this study, and all the participants were asked to complete a pre-test, an immediate post-test, and a two-week delayed post-test in both formative and summative ways, as well as two sets of questionnaires. The quantitative data were analyzed with the paired samples t-test and descriptive statistics in the SPSS 17.0 system. As for the qualitative data, the group poster analysis, the opinions and reflections of the open-ended questions in the questionnaire, and the interview with nine subjects were analyzed with Stake’s (1995) methods of “direct interpretation” and “categorical aggregation”. The major findings are summarized as follows:

1. The YVAVI enhanced the students’ vocabulary acquisition and retention.
2. The students in this study acquired the word meanings significantly, and built the association of word forms and images. As for the reading comprehension, although learners did not get improvement after the intervention immediately, they eventually had significant improvement. For the word use in context, they acquired it after the intervention but did not retain it as time went by.
3. Based on the results of the questionnaires and the interviews, the students roughly agreed that the YVAVI made English word learning more interesting. In addition, the contexts and sentences of YouTube videos can help them comprehend and memorize word meanings better, and reduce their learning anxiety.
4. The three disadvantages of using YouTube in vocabulary learning included the fast speed of recorded video narration, the requirement of more time and efforts to complete a lesson, and the difficult content and vocabulary. Furthermore, the nine advantages included the creation of interesting and impressive atmosphere of the video clips, the significant gains with regard to vocabulary knowledge and usage, the aid of visual clues, the improvement of listening skills, the facilitation of word memory, the increase of grammar pattern acquirement, the development of oral skills with the use of native speaker pronunciation in the videos, the enhancement of word comprehension and memorization with support of audio and visual input, and the support of real-life contexts.
5. Finally, most of the students in this study agreed that they liked to learn English vocabulary by making group posters and considered that peer collaboration helped them to develop their own digital visual literacy.

To sum up, the results of this study indicate that it is worth providing an authentic scenario to motivate EFL learners to get involved in the video-aided vocabulary instruction. Furthermore, the teaching approach and the learning tasks applied in this study can also be employed with a wide variety of videos in classroom settings. In future work, this study can be expanded to a longitudinal experiment with a larger number of participants, and also recruit participants with more advanced English abilities.

Keywords: YouTube, communicative language teaching, visual literacy

  Abstract (Chinese)	i
Abstract (English)	iii
Acknowledgements 	v
Table of Contents 	 vi
List of Tables 	xii
List of Figures 	 xv

CHAPTER ONE    INTRODUCTION 	1 
1.1 Background and Motivation	1
1.2 Purpose of the Study	3
1.3 Significance of the Study	4
1.4 Definition of Terms 	5

CHAPTER TWO   LITERATURE REVIEW	6
2.1 The Development of Vocabulary Teaching and Learning	6
2.1.1 The Teaching Methodology about Vocabulary Acquisition	10
2.1.2 Language Learning Strategies of Vocabulary Acquisition	11
2.2 The Theoretical Framework of Multimedia Integrated Instruction	12
2.3 The Development of CALL	14
2.4 The Functions, Use and Selection Criteria of Videos in Classroom	16
2.4.1 Videos and Their Effects on Motivation and Dual-coding	19
2.5 Visual Literacy and Concept Mapping	21

2.5.1 The Theory of Concept Mapping	22
2.5.2 Procedures for Evaluating the Group Posters with Concept 
Mapping	24
 2.6 The Criteria and Principles of Selecting Appropriate Videos in Language
 Learning and Teaching	26
2.6.1 The Criteria of Video Selection	26
2.6.2 The application of captions and redundancy principles in the video
	selection	32
2.7 YouTube and Its Use in Language Teaching and Learning and Functions of
   YouTube Videos	33
2.7.1 Previous Studies of YouTube Videos 	 34
2.7.2 YouTube Videos in the EFL Classroom	37
2.8 Summary	39
2.9 Research Questions	40

CHAPTER THREE   METHODOLOGY	41
Overview	41
3.1 Research Setting and Participants	42
3.2 Materials and instruments	43
3.2.1 Howcast Videos	45
  3.3 Research Design	46
3.4 Instruments	47
3.4.1 Questionnaire: Q-LEWAP and Q-PS	48
3.4.2 Pre-test, Immediate Post-test, and Delayed Post-test	50
 3.4.3 The Task of Making Group Posters	52
3.5 Measurements 54                                    
3.6 Instructional Procedures 	54
3.7 Research Method	 56
3.8 Data Collection and Data Analysis	57
   3.8.1 Quantitative Analyses	57
   3.8.2 Qualitative Analyses	58
3.9 Summary of the Study Design	58

CHAPTER FOUR   RESULTS	60
Overview	60
4.1 Results of the Quantitative Data Analysis	64
4.1.1 Results of Quantitative Analysis of Summative Tests	64
4.1.2 Results of Quantitative Analysis of Formative Tests	66
4.1.3 Results of Data Analysis for the Four Vocabulary Exercises	67
4.1.4 Results of Quantitative Data Analysis of Pre- and 
Post-questionnaire (Q-LEWAP) 	70
4.1.5 Results of Quantitative Data Analysis of Post-Study Questionnaire
       (Q-PS)	72
4.1.6 Results of Quantitative Data Analysis of Q-PS about YVAVI	74
4.2 Results of Qualitative Analyses	76
4.2.1 Data Analysis of Group Posters and Concept Mapping	77
4.2.2 Sentence Analysis of Group Posters	78
4.2.3 Error Analysis of the Group Posters	80
4.2.4 Linguistic Analysis of the Group Posters	84
4.2.5 Data Analysis of the Open-ended Questions in Q-PS	85
4.2.5.1 Qualitative Data Analysis of Open-ended Question 1	85
4.2.5.2 Qualitative Data Analysis of Open-ended Question 2	85
4.2.5.3 Qualitative Data Analysis of Open-ended Question 3	87
4.2.5.4 Qualitative Data Analysis of Open-ended Question 4	87
4.2.5.5 Qualitative Data Analysis of Open-ended Question 5	89
4.2.5.6 Qualitative Data Analysis of Open-ended Question 6	89
4.2.5.7 Qualitative Data Analysis of Open-ended Question 7	90
4.2.5.8 Qualitative Data Analysis of Open-ended Question 8	92
4.3 The Interviews	92
4.3.1 Results of Qualitative Data Analysis of Interview Question 1	93
4.3.2 Results of Qualitative Data Analysis of Interview Question 2	95
4.3.3 Results of Qualitative Data Analysis of Interview Question 3	97
4.3.4 Results of Qualitative Data Analysis of Interview Question 4	99
4.3.5 Results of Qualitative Data Analysis of Interview Question 5	102
4.3.6 Results of Qualitative Data Analysis of Interview Question 6	103
4.4 Summary	104

CHAPTER FIVE   DISCUSSIONS, IMPLICATIONS, SUGGESTIONS 
                  AND CONCLUSION 	106                 
5.1 Discussions	106
5.1.1 Discussion of Research Question 1	106
5.1.2 Discussion of Research Question 2	107
5.1.3 Discussion of Research Question 3	107
5.1.4 Discussion of Research Question 4	109
5.1.5 Discussion of Research Question 5	111
5.1.6 Discussion of Research Question 6	113
5.1.7 Discussion of Research Question 7	115
5.2 Limitations	117
5.3 Pedagogical Implications	118
5.4 Suggestions for Future Research	119
5.5 Conclusions	120
5.5.1 The Influence of YVAVI on Language Learning Performance	122
5.5.2 Learners’ Attitudes and Perceptions towards YVAVI	123
REFERENCES	125
APPENDICES	151
APPENDIX A: The Multimedia Development from Overhead Projector Slides 
to Online Videos 	151
APPENDIX B: A Framework for a Cognitive Theory of Multimedia
             Learning	154
APPENDIX C: Evaluating the Usability of YouTube, the Computer Mediated 
Communication with the Derived Criteria Combined with a 
Checklist 	155 
APPENDIX D: Load Reduction Methods for Five Overload Scenarios in 
             Multimedia Instruction 	157
APPENDIX E: The Summary of the Study Design	159

APPENDIX F: The Brief Introduction of 3 Thematic Videos and 30 Target
Words in YVAVI	 160
APPENDIX G: Target Words of Three YVAVI Lessons	161
APPENDIX H: The Instruction Procedure	162 
APPENDIX I: Consent Form A 	163
APPENDIX J: Consent Form B	164
APPENDIX K: Questionnaire of the Pre-study and Post-study 
(Chinese Version of Q-LEWAP)	165
APPENDIX L: Questionnaire of the Post-study (Chinese Version of Q-PS)	167
APPENDIX M: Pre-test, Immediate Post-test, Delayed Post-test of Formative
L3 	169
APPENDIX N: Summative Test	172
APPENDIX O: Descriptive Data and the Results of the Learning 
Experience in the Post-questionnaire (Q-PS)	177
APPENDIX P: The Poster Analysis based on Scores of the Concept 
Mapping and Student Votes	 178
APPENDIX Q: Comparison between the Group Concept Mapping Scores
             and Group Test Scores 	179
APPENDIX R: Error Analysis of the 24 Group Posters	180
APPENDIX S: The Thematic Analysis of the Three Lessons and the 24 Group
Posters based on the Theory of Categorical Aggregation	181
LIST OF TABLES
Table                                       Page
2.1 The Four Significant Paradigm Shifts in Vocabulary Development	                            8
2.2 Three Types of CALL Programs 	    17
2.3 Berk’s Twenty Specific Learning Outcomes for Using a Video Clip in Teaching across the College Curriculum    29
2.4 The Modified Design of YVAVI based on Berk’s 
    Eight Steps	31
2.5 Research into YouTube between Twenty Studies from 2006 to 2011	36
3.1 Learning Procedures	47
3.2 Peer Reviewers for Evaluating the Content Validity of the Pre-tests and
Post-tests 	50
3.3 Peer Reviewers for Evaluating the Content Validity of the Questionnaires	50
3.4 The Roles and Jobs of Learners in Group	53
3.5 Four Phases of Design-based Research	57
4.1 Summary of Respondents’ Demographic Data	62
4.2 The Interviewees’ Characteristics	63
4.3 Comparison among the Pre-tests, Immediate Post-tests and Delayed 
Post-tests of the Formative and Summative Tests	66
4.4 Comparison of Students’ Performance in the Formative and
Summative Tests	66
4.5 Comparison among the Four Vocabulary Exercises in the 
Summative Tests	68
4.6 Comparison of Students’ Performances in the Four Vocabulary Exercises 
in the Summative Tests	69
4.7 Comparison of the Students’ Perspectives on Their English Word Learning
between the Pre-study and Post-study of the Q-LEWAP	70
4.8 Students’ Attitudes towards English Word Learning in the Pre-study 
   and Post-study of Q-LEWAP	73
4.9 Questionnaire Items of the Post-Study (Q-PS)	74
4.10 The Influences about the Use of the Thematic YouTube Videos on the 
English Word Learning	74
4.11 Learners’ Perceptions and Attitudes towards the Use of the Thematic 
YouTube Videos	75
4.12 Responses to the Thematic YouTube Video Aided English Word Learning 
and the Features of YouTube Videos	 76
4.13 The Sentence Analyses of the Whole Group Posters	80
4.14 The Word and Error Analyses of the Whole Group Posters	80
4.15 The Analysis of the Competency and Performance Errors of the Whole
    Group Posters 	83
4.16 Responses to Open-ended Question 2 in the Post-questionnaire	86
4.17 Responses to Open-ended Question 3 in the Post-questionnaire	87
4.18 Responses to Open-ended Question 4 in the Post-questionnaire	88
4.19 Responses to Open-ended Question 5 in the Post-questionnaire	89 
4.20 Responses to Open-ended Question 6 in the Post-questionnaire	91
4.21 Responses to Open-ended Question 7 in the Post-questionnaire	91
4.22 Responses to Open-ended Question 8 in the Post-questionnaire	92
4.23 Responses to Interview Question 1 Composed of Items 3, 5, 6 in the 
Questionnaire 	95
4.24 Responses to Interview Question 2 Composed of Items 12, 13, and 15 
in the Questionnaire	97
4.25 Responses to Interview Question 3 Composed of Items 10, 12, 13, 14, and 16
    in the Questionnaire	99
4.26 Responses to Interview Question 6 Composed of Open-ended Questions1, 3, 
and 4 in the Q-PS	101
4.27 Responses about the Process of Making Group Posters of the Nine-participant 
Interviews 	102
4.28 Responses about the Number of Times and the Ways How the Video Clips Should be Watched	103
LIST OF FIGURES
Figure                                              Page
2.1.   The Relational Scoring Method Adapted from and the Scoring System of
      Novak and Gowin (1984) and the Protocol for the Relational Scoring
 Method from Mc Clure et al. (1999)	25
2.2.   The Lesson Three Poster Example from Group Five based on the 
Concept Mapping Structure	26
2.3.   The Modified Application of Doolittle’s Model in YVAVI	28
2.4.   Students did the Voting for Their Favorite Group Poster	30
2.5.   An Example of the Group Five Poster about Lesson 3: 
“ How to Make Friends?”	30
3.1.   The Lesson Three YouTube Reading in the Lesson Three YVAVI 	44
3.2.   The Thematic Lesson Three YouTube Video Clip	44 
3.3.   An Overview of the Instructional Procedure	55
3.4.   Four Stages of Design-based Research	56
4.1.   The Participants’ Overall Performances on the Summative Pre-test, 
Immediate Post-test, and Delayed Post-test	65
4.2.   The Participants’ Performances in the Four Vocabulary Exercises	69

                                    

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