Investigating students’ use and evaluation of video as a form of computer assisted language learning material

Abstract

This study examined a group of English language learners’ use and evaluation of digital videos as a form of computer assisted language learning (CALL) material, as they were engaged to complete a video-based vocabulary learning task using a CALL system. The results indicated that the students were able to watch the assigned video clips for task completion with reasonable time and effort, without any major learning difficulties. It was also found that the top three most frequently used functionalities of the CALL system that enabled learner-content interaction were video subtitles, followed by the built-in dictionary, and adjustable playback speed. On the whole, the students considered the way that the video material was integrated in the vocabulary learning task was facilitative and capable of enhancing their English learning experiences, indicating the overall appropriateness of such video use.