The Effect of Captions in a Flipped Blended Learning Environment on Developing EFL Vocabulary among Saudi University Students

Abstract

This study aimed at investigating the effect of blended learning environment through the flipped classroom model. Authentic videos with captions extracted from YouTube (Ted Talk community) were used. The quasi-experimental method was employed with a pre-test - post-test control group design. Twenty college Saudi students were divided into a control group and an experimental group. A vocabulary test was pre- and post-administrated to measure learned vocabulary. The results revealed statistically significant differences between average ranks of students’ scores in the experimental and control in favor of the experimental group students, which highlighted the positive impact of using captions accompanying authentic videos introduced on YouTube within a flipped blended learning environment on the acquisition of vocabulary among English language students at Qassim university.

Keywords: Flipped classroom, multimedia learning, authentic videos, vocabulary acquisition