| Review Section | Description/Comments |
| Better mastery of the linguistic and non-linguistic content and functions of the dialogue including the vocabulary as the videos contain two channels (visual and aural) that correspond to each other relating to an authentic and semi-authentic version of the same target situation. |
| Organizes the dialogue in the way it happens in real-life situations with reference to natural rate of speech and intonation. Therefore, recalling vocabulary and phrases becomes much easier. |
| The use of videos increased the students motivation and reassured them the use of the several phrases and vocabulary items they were not definitely sure about in the target situation as they do not have to create or imagine a situation any more (examples are the boarding pass and the aisle seat. The videos create authentic opportunities for the students to get indulged in the conversation with the help of the pausing and rewinding affordances existent in the videos. |
| Very appropriate with the communicative methodology upon which the course book English File was originally based. |
| Maintaining eye contact (caused by motivation which yield into better recall of vocabulary) and using authentic rate of speech that might hinder the learners recall of vocabulary as most of the time they get used to the classroom-created opportunities for conversation where time span is most of the time longer and speech is full of fillers and hesitation from fellow learners or exaggerated intonation and slow of speech found in audio tracks supported with the course book. |
| Saves a lot of time and gives better recall of vocabulary and thus reduces literal translation from the first language and the wrong overgeneralization of certain vocabulary items out of their correct context (example baggage reclaim not baggage delivery) |
| Videos help in overcoming cultural differences concerning the use of certain vocabulary items out of their situational context. |
| It is a learning style for some students after all who depend on visual clues rather than linguistic clues among many others. |
4.5. 3.6 Issues of reliability and validity:
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[5], 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[6], 1990). This type of testing is valid for the research questions this paper is studying as vocabulary recall and vocabulary errors are primarily sought.
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4.6. Issues of reliability:
The studies conducted in this research involved three groups of learners; two of them are studying English for general purposes within two different levels (Intermediate and Advanced) and the other group is studying English for specific purposes (Electrical and Mechanical Engineering). The results were almost similar supporting the effective influenc of using content videos in reducing intralingual and interlingual vocabulary errors ((This section will differ depending on your chosen approach. Quantitative designs have very specific guidelines for reliability and validity. Read up on these and mention how you will deal with reliability [equivalence, consistency and stability] and validity [face, content, criterion and construct validity]. Qualitative designs focus on credibility, transferability, dependability and confirmability (1- 2 paragraphs)
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3.7 Research Constrains/ Limitations
3.8 Ethical considerations
3.9 Research Timeline
4. Conclusion
References
Appendices
Appendix (A)
Unit 2 taken from English file discussing words and phrases used at the airport
Appendix B
(B) Use a heading please
(C) USE A HEADING FOR EACH APPENDIX
Appendix (C)
Appendix D
Participant Classroom Observation Form [E21]
Instructor: ______Lillian Isperdon Course _______English File Intermediate _______
Peer/Observer: ________ Lillian Isperdon ____________ Date and Time: _______ 20/7/2016 ____________
