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Description
Few studies has investigated the effect of annotated vlogs on second language (L2) listening comprehension and vocabulary learning in mobile-assisted language learning environment (Çakmak & Erçetin, 2017). Accordingly, this study aims to investigate the effect of annotated vlogs on listening comprehension and vocabulary learning in mobile listening learning environment. This study adopted a quasi-experimental design and recruited 120 non-English-major college students at pre-intermediate level of English proficiency. They were divided into three groups: 40 in control group, 40 in experimental group one (captioned vlogs), and 40 in experimental group two (annotated vlogs). The research instruments comprised pre-and post-tests for listening comprehension and vocabulary retention, and questionnaires for self-efficacy and learning perception for annotated vlog learning. The results of this study presented that the students in the annotated vlog group more significantly improved their listening comprehension than those in the control group and the captioned vlog group. The students in the annotated vlog group had higher vocabulary retention than those in the other groups. However, the students’ vocabulary retention in the annotated vlog group did not significantly differ from that in the captioned vlog group. The students in the annotated vlog group significantly increased their self-efficacy more than those in the other two groups. The students in the annotated vlog group held positive perceptions on mobile annotated vlog learning mode. Relevant pedagogical implications will be suggested for future vlog-assisted English teaching practice in mobile listening learning environment.
| Keywords | mobile listening learning, annotated vlogs, language performance, self-efficacy |
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