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• W2912999617 abstract "It is fact that technology has a great impact and effect on learning processes. This article aims at verifying if students are able to learn and retain vocabulary just by watching videos. Over and over, students suggest the use of videos in the classroom, but are they really effective or are they only used for students’ entertainment? Based on authors such as Muslem (2017), Mc Nulty (2012) and Wang (2015), we realize that videos increase fluency and stimulate the appropriate pronunciation of English language learners. In addition, videos combine visual and audio stimuli, are accessible to those who have not learned to read and write well, and provide context for learning (Fazey, 1999; Johnston, 1999; Burt, 1999). In the first moment of this research, students are exposed to a quiz in which they have to choose the correct meaning for a certain word or phrase. In the second phase, the same pupils watch 5 different videos, chosen by them before the first quiz from a YouTube channel. Last but not least, students answer a questionnaire again to check how much they have learned and retained new vocabulary. We notice that, possibly, students do not learn new vocabulary just by being exposed to videos, without meaningful pre, while and post activities. Keywords: Additional Language Teaching. English vocabulary acquisition. Videos in classroom. RESUMO E fato que a tecnologia tem grande impacto e efeito nos processos de aprendizagem. Este artigo visa verificar se os alunos sao capazes de aprender e reter vocabulario somente assistindo videos. Cada vez mais os alunos sugerem o uso de videos em sala de aula. Contudo, videos sao realmente eficazes ou sao usados somente para o entretenimento dos alunos? Baseado em autores como Muslem (2017) e Mc Nulty (2012), percebemos que videos melhoram a fluencia e estimulam a pronuncia adequada dos aprendizes da lingua inglesa. Alem disso, videos combinam estimulo visual e sonoro, sao acessiveis aqueles que ainda nao aprenderam a escrever e ler adequadamente, e proporcionam contexto para a aprendizagem (Fazey, 1999; Johnston, 1999). No primeiro momento desta pesquisa, os alunos sao expostos a um questionario no qual eles tem que escolher o significado correto de determinada palavra ou expressao. Na segunda fase, os mesmos estudantes assistem a 5 videos diferentes, escolhidos por eles, antes do primeiro questionario, de um canal do YouTube. Por ultimo, os alunos respondem novamente ao questionario a fim de verificar o quanto eles aprenderam e retiveram o novo vocabulario. Percebemos que, possivelmente, os alunos nao aprendem novas palavras de vocabulario somente atraves de sua exposicao a videos, sem que realizem atividades relacionadas a eles antes, durante e depois de assisti-los. Palavras-chave: Ensino de lingua adicional. Aquisicao de vocabulario em lingua inglesa. Videos em sala de aula." @default.
• W2912999617 created "2019-02-21" @default.
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• W2912999617 date "2019-02-15" @default.
• W2912999617 modified "2023-09-27" @default.
• W2912999617 title "USING VIDEOS FOR VOCABULARY IMPROVEMENT IN ENGLISH CLASSES AS AN ADDITIONAL LANGUAGE" @default.
• W2912999617 doi "https://doi.org/10.25112/rpr.v1i0.1738" @default.
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