Utilizing a Three-Step technique to Incorporate Video Song Clips for Teaching English Vocabulary to EFL Students

Abstract

This paper presents a study that employed video song clips as an instructional tool for imparting English vocabulary to Taiwanese EFL university freshmen. The research incorporated three well-known songs performed by renowned artists, which were readily available on YouTube. A pretest-posttest control-group design was employed, wherein the treatment group (consisting of 28 participants) received English conversation lessons accompanied, in part, by English songs, while the control group (comprising 25 individuals) underwent conventional teaching methods devoid of video clips. The study spanned three consecutive regular sessions, with approximately the final 25 minutes of each session dedicated to this experimental approach. Both groups were subjected to a 30-item English vocabulary assessment created by the researcher, encompassing words drawn from the song lyrics, both before and after the instructional intervention. A statistical independent samples T-test was employed to analyze the data, revealing a significant increase in scores for the treatment group. This paper suggests a three-step methodology for utilizing video song clips, which can be conveniently implemented to assist EFL students in enhancing their repertoire of English vocabulary.