GROUP PRESENTATION

EDU 706 RESEARCH SEMINAR

Reflection of Best Practices in ResearchGroup Presentation:

Salwa Bt OthmanNorwani Bt RamliAhmad Faiz Bin IsmailNurul Nadiah Dewi Bt Faizul GanapathyArticlesTitleStrength / WeaknessWriting Performance Relative to Writing Apprehension, Self Efficacy in Writing, and Attitudes towards Writing: A correlational Study in Turkish Tertiary-Level EFL.All elements of article are includedNo Research ObjectivesNo Statement of ProblemThe Effect of Podcast on the Achievement of the Students A Case Study in MalaysiaUp to date sourcesGood design (control group/experiment)Research questions not stated

Intentional Vocabulary Learning from Watching DVDs with Subtitles: A Case Study of an average learner of French.Methodology used in the study is well explainedRich findingsSecondary sources not up to datePharmacy Student Engagement, performance, and Perception in a Flipped Satellite Classroom.-no were no specific subheadings for introduction and literature review-ABSTRACTto provide a concise description about a research project. It is typically a short summary of the completed researchit makes the reader want to learn more about the research.

ABSTRACTWatching films with subtitles is a popular activity among language learners, but little research has sought to thoroughly examine its potential impact on vocabulary uptake and retention. In particular, there is a lack of longitudinal studies involving intentional rather than incidental learning. This paper seeks to address this gap by investigating the vocabulary gains of a post-beginner learner of French from watching the same film one a week for two months in the reversed subtitling condition (L1 audio and L2 subtitles). The results are encouraging in that the participants continually learned new words after each viewing, while retaining all the words learned in previous weeks. However the very poor uptake rate per hour after the first two viewings suggests that such an activity is not worthwhile beyond a few hours spent on watching the same film. The relationship between repetition and word acquisition/retention was not straightforward, and was probably overshadowed by word-based (e.g. word class) and affective (e.g motivation) factors. Nevertheless, if learners enjoy watching subtitled films anyway, enough vocabulary acquisition accrues from one or two viewings to recommend this activity as a supplement to formal instruction.

Keywords: vocabulary acquisition; intentional learning; watching films/movies with subtitlesAccording to CARS Model (John Swales, Genre Analysis, 1990)

Watching films with subtitles is a popular activity among language learners, - Move 1: Establishing a territoryStep 2: Making topic generalisation

but little research has sought to thoroughly examine its potential impact on vocabulary uptake and retention. In particular, there is a lack of longitudinal studies involving intentional rather than incidental learning. Move 2: Establishing a nicheStep 1B: Indicating a gap

This paper seeks to address this gap by investigating the vocabulary gains of a post-beginner learner of French from watching the same film one a week for two months in the reversed subtitling condition (L1 audio and L2 subtitles). Move 3: Occupying the nicheStep 1A: Outlining purposes

The results are encouraging in that the participants continually learned new words after each viewing, while retaining all the words learned in previous weeks. However the very poor uptake rate per hour after the first two viewings suggests that such an activity is not worthwhile beyond a few hours spent on watching the same film. -Move 3: Occupying the nicheStep 2: Announcing main finding

The relationship between repetition and word acquisition/retention was not straightforward, and was probably overshadowed by word-based (e.g. word class) and affective (e.g motivation) factors.Move 3: Occupying the nicheStep 4: Evaluation of findings

Nevertheless, if learners enjoy watching subtitled films anyway, enough vocabulary acquisition accrues from one or two viewings to recommend this activity as a supplement to formal instruction.Move 3: Occupying the nicheStep 4: Evaluation of findings

Reflection:

According to CARs Model, writing an abstract should start from a general to specific focus.Some missing steps in this abstract, hence- this is not a good one.In establishing a territory, it is better if the abstract presents:centrality claimitems of previous researchIn establishing a niche, there are no:Counter claimingArisen questionsContinuing traditionIn occupying the niche, there are no:Purpose outlinePresent researchStructure of the paperMethods used are not mentioned at all.Length=187 words

INTRODUCTIONAudiovisual material is becoming an increasingly popular tool in foreign language learning. It is a convenient way to supplement the learning done in the classroom, and it enables learners to be exposed to native-speaker input in meaningful and communicative situations. Watching films or TV programs in a foreign language is very often regarded as a pleasant activity and is becoming increasingly available via DVDs and the Internet. - Establishing a territory (Step 2 - Making Topic Generalizations)Despite this, the vocabulary learning potential of watching films, especially with subtitles, has not yet been adequately explored. - Establishing a niche (Step 1B- Indicating a gap)The few studies which investigated vocabulary learning from watching films were typically interested in comparing different subtitle viewing conditions, and therefore were rather short and did not include any further analysis into the learned words themselves. - Establishing a territory (Step 3 Reviewing items of previous research)ContThey were cross-sectional instead of longitudinal, therefore missing out on the detection of cumulative vocabulary learning. They also involved participants who had no deliberate aim of learning vocabulary whilst watching the film, so the learning was incidental. However, evidence from previous research on incidental learning (notably from reading: Horst, Cobb, & Meara, 1998; Hulstijn, 1992; Pellicer-Snchez & Schmitt, 2010) shows that without any deliberate attention to form (which is overlooked in the case of incidental learning where the only focus is on meaning), limited uptake and retention occurs.

- Establishing a niche (Step 1B- Indicating a gap)

ContTherefore, the starting point of the present case study was to investigate vocabulary uptake and retention from watching films with subtitles when words in the subtitles are deliberately focused on, i.e. intentional vocabulary learning. In addition, evidence from previous research (e.g. Horst & Meara, 1999; Saragi, Nation, & Meister, 1978) shows that repetition is a key factor in vocabulary learning, but this has been based largely on reading studies. - Occupying the niche (Step 1A Outlining Purposes - why?)

I will investigate the benefits and limitations of repetition in audiovisual materials. In particular, I will explore whether there is a point after which words are particularly likely to be learned, and/orwhether there is a point after which further repeated viewings become ineffective.- Occupying the niche (Step 1B Announcing present research- What? How?)

WeaknessStrength

No clear Research ProblemNo research ObjectivesStructure of the research question (Q1 & Q2)

Research problem is however integrated in the introduction.Literature reviewJustified and documented the need for the study.

Literature reviewWeaknessStrength

Secondary sources are outdated (more than 7-10 years)

Secondary sources are still relevant to the study

Study-by-study review provides a detailed summary of the study

Flow of thoughts are well organizedCont

Supports or modifies existing findings in the literature

Methodology

WeaknessStrength

There is a loophole (participants vocabulary measurement) -based on assumption.- To fill the loophole - pretest was conducted. Procedures are stated clearly. Valid and reliable instrument

Results and discussion

WeaknessStrength

- Secondary sources used in the findings are not parallel to the ones in the literature review.-Answers research questions-finding were relate to current and reliable literature-diary provide a good insight of affective filter. (limitation)

conclusion

ConclusionWeaknessStrength

- Are not supported by secondary sources-discusses implications for future study- Findings are also discussed in the conclusion