A Small Scale Experimental Study: Using Animations to Learn Vocabulary

Abstract

This study attempts to investigate whether a difference exists between learning vocabulary via animation and via traditional paper-based method. This small scale study was conducted at Karadeniz Technical University in academic year 2009-2010. Two pre-intermediate classes were randomly selected as the experimental group (n=17), and control group (n=22) as each class accommodated that number. Results obtained from the data gathered with a pre-test and a post-test applied to each group was analyzed using t-test in SPSS 16.00 version. The findings show that although there is no statistically significant difference between post-tests of each group, there was an increase in the post-test scores of animation group as compared to the pre-test scores. This increase implies that using multimedia such as animations contribute to students’ achievement in vocabulary learning. Besides, the teachers’ observations and students’ opinions indicate that there were relatively positive attitudes towards using such kind of animations in vocabulary learning. They were useful since they address more senses than using paper-based texts; however, they can be distractive if teachers do not pay attention to the proficiency level of students and the content presented. The study supports the idea that multimedia applications can be integrated into language classes not as an alternative way but as an additional way to contribute positively to the

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