Cultural Video Project Assignment (VPA) through the Eyes of Young ESL Learners: A Multi-Modal Vocabulary Learning Approach

Cultural Video Project Assignment Indonesian Journal of EFL and Linguistics Vol. 1 No. 2, 2016 eISSN: 2503-4197, pISSN: 2527-5070 www. indonesian-efl-journal.org DOI: http://dx.doi.org/10.21462/ijefll.v1i2.11 Cultural Video Project Assignment (VPA) through the Eyes of Young ESL Learners: A Multi-Modal Vocabulary Learning Approach Norina Jabar and Afiza Mohamad Ali* Kulliyyah of Languages and Management, International Islamic University Malaysia (*Corresponding Author) e-mail: Abstract: Learning vocabulary is vital to language proficiency and skills. However, for the ESL learner, vocabulary learning can be challenging due to poor memory and the distinct nature of vocabulary itself. Many studies have looked into vocabulary learning strategies and most have concurred that they should be fun, interactive and meaningful especially for the young ESL learners to recall and use. This paper investigates the effectiveness of video project assignments (VPA) on young learner’s vocabulary learning in an ESL reading class. The activity utilizes a combination of project-based learning and multimodal learning platforms like Web 2.0 (Google, YouTube and Padlet). A group of primary five students (N=30) from a public school in Malaysia are examined. The students were exposed to vocabulary items in reading passages on Malaysian culture and asked to discuss them on Padlet. A group video project assignment was also developed and uploaded on Youtube. In this paper, we discuss the quantitative and qualitative findings that show the effectiveness of using multi-modal learning platforms and developing simple, pocket-sized VPAs in enhancing young ESL learners’ vocabulary learning. Keywords: vocabulary, video project assignment, Web 2.0, ESL, young learners Indonesian Journal of EFL and Linguistics, Vol. 1 (2), 2016 157 Cultural Video Project Assignment 1. INTRODUCTION The importance of vocabulary acquisition to improve one’s language proficiency and communication skills has been emphasized by many researchers and practitioners (Alqahtani, 2015; Nunan, 1991; Huckin, 1995) . This is supported by Nation (2001) who states that a good command of vocabulary is important to convey a message. For the ESL learner, vocabulary is challenging because the nature of vocabulary is different from the learners’ first language. Many studies have looked into vocabulary learning strategies and most have agreed that they should be fun, interactive and meaningful especially for the young ESL learners to recall and use. Especially in this era, educators can use various types of information technologies to teach. Learners will be thrilled and delighted to learn and it is easy to understand. It has been argued that all language professionals need to reflect on the ways in which technology is shifting the perspectives, implications, implementations, etc. of the profession of language teaching (Uzun, 2012). Technology-enhanced virtual learning via Web 2.0 tools for instance can help foster learner-centredness and collaboration (Attwell, 2010). Hence, educators should continue finding ways to take the utmost advantage of such tools for continuous improvement of education. Many research have justified the positive impact of the internet and web-based technologies in education (Costley, 2014; Wheeler, 2001). A study by Mohd Hafiz Zakaria, Watson and Edwards (2010) research on students in higher education found that Web 2.0 is highly regarded by students. The development of Web 2.0 platforms for example has introduced a new pedagogy for teaching and learning. It also encourages student-centred learning environment and collaborative learning. According to Thompson (2007), Web 2.0 enables people to find information on the internet, create and share content (cited in An, Aworuwa, Ballard and Williams, 2009). Such collaboration enables social interaction to take place as well as deeper sense of comprehension (Chai and Tan, 2010), and higher order thinking because learners generate, plan, and produce their ideas through discussions with instructors, friends, and other people. An example of the use of Web 2.0 platforms is in the creation of video project assignments or VPA in teaching and learning. The development of video project assignment (VPA) and the use of Web 2.0 platforms relates to the constructivist perspective of education that emphasise a more inventive, realistic, collaborative, and active learning environment for the learners. Constructivism, according to Rajendran N.S. (2010, p.87), is an active, constructive process, where the art of learning is to connect new information to existing knowledge. This is the era where youngsters are born with all sort of modern technologies. So, this enables the students to use modern technologies in the learning process and they will be motivated to learn. He listed several guiding principles of constructivism that are different from traditional ones. 1. Students are trying to construct meaning actively based on the issues around. 2. The learning process focusses on primary concepts and not isolating the facts. Indonesian Journal of EFL and Linguistics, Vol. 1 (2), 2016 158 Cultural Video Project Assignment 3. Educators must understand the students’ mental models that they use to perceive the world and the assumptions they make to support those models. 4. The students’ purpose of learning is to construct their own meaning (or idea) and not just through memorising and “spoon feed” the meaning from someone else. Research on young ESL learners in Malaysia have found that they are generally unable to acquire English because of the lack of vocabulary. According to Hamidah, Melor and Nor Zaini (2002), other factors to do with students’ weaknesses in English include attitude, geographical location and ethnicity (cited in Nor Hashimah Jalaluddin, Norasimah Mat Awal and Kesumawati Abu Bakar, 2008). The language is also foreign to these ESL learners. Furthermore, it is difficult for them to understand the lesson as they need something that can motivate them to learn English. Yamat, Fisher and Rich (2014) reported studies mentioning Malaysian students inability to achieve a reasonable competency level in English despite learning it for 11 years in schools . Researchers have acknowledged that the deteriorating standards of English proficiency will hinder Malaysia’s aspiration to be declared a developed nation by 2020 (Nunan, 2003). A study by Mohd Sofi Ali (2003), found that language performance among primary school children has not improved tremendously despite having learnt the language for six years as students are exposed to reading comprehension and writing with very limited time allocated for listening and speaking. It has been suggested that real vocabulary learning happens only if the vocabulary is used both receptively and productively by the learners (Nation, 2001). Hence, the paper aims to increase the young learners’ vocabulary in English and to find out the impact of u (...truncated)