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All Journal JEELS (Journal of English Education and Linguistics Studies) Metathesis: Journal of English Language, Literature, and Teaching ETERNAL: English Teaching Journal
Olivier, Gaetan
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Education Languange, Linguistic, Communication & Media

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EFL Students’ Perception towards the Use of Debate Video Session for Vocabulary Acquisition and Retention Olivier, Gaetan; Suryati, Nunung
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.2056

Abstract

Discovering captioned debate videos for vocabulary acquisition is an essential learning strategy for EFL learners. Vocabulary is a crucial element in the acquisition of a foreign language. However, many students experience challenges in mastering English vocabulary. Various vocabulary learning strategies were established, with some students utilizing personalized techniques to learn new words. Learners' motivation and obsession with vocabulary acquisition are enhanced by audiovisual stimuli, such as animated films, videos, and music, which captivate their attention. This study aims to explore students' perceptions of using captioned debate video sessions in English for vocabulary acquisition and retention. In this study, the researcher utilized a mixed method. The research was conducted in the English Department of Universitas Negeri Malang, East Java. It involved 40 participants: 30 undergraduate students in their third and fifth semesters and 10 postgraduate students in their first semester of master's studies. The findings revealed that debate videos improved EFL learners' English vocabulary mastery and pronunciation and helped with word retention. Captioned debate videos should be employed in the EFL teaching classroom to enhance learners' English proficiency, particularly for vocabulary acquisition and retention, as well as to foster pronunciation. In addition, captioned debate videos can improve active vocabulary mastery and listening comprehension. 
Enhancing Vocabulary Acquisition in EFL Students through Captioned Audiovisual Debate Sessions Olivier, Gaetan; Suryati, Nunung; Karmina, Sari
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3065

Abstract

Teaching and learning the English vocabulary pose considerable challenges for both EFL instructors and learners. However, vocabulary is a crucial component that must be mastered in the process of language acquisition. Thus, this study aims to investigate the substantial effect of captioned audiovisual debates in English on vocabulary acquisition among EFL learners. In this study, the researchers employed a quantitative method, specifically a one-group pretest-posttest research design, along with five perception-based questionnaires. The study was conducted at the English Department of Universitas Negeri Malang, East Java, with 39 undergraduate students in semesters 3 and 5 as the subjects of the study. The findings revealed that captioned audiovisual debate session material has a significant positive effect on the vocabulary acquisition of learners of English as a foreign language in the Universitas Negeri Malang, Indonesia. The t-test results indicate a remarkable difference in students' vocabulary knowledge performance between the pretest and posttest, in terms of both receptive and productive vocabulary skills, after watching the captioned debate video session. Meanwhile, the value of the t-test for receptive vocabulary knowledge was -5.082, and for productive vocabulary was -8.620, which was less than the alpha value of 0.05, presenting significance. It can be concluded that using captioned audiovisual debate can potentially enhance the vocabulary knowledge of EFL students.
Impact of debate method on Malagasy undergraduate EFL students' vocabulary mastery and their perceptions Olivier, Gaetan; Suryati, Nunung; Karmina, Sari; Edia, Razafindralambo Miarisoa
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 2 (2026): JEELS November 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i2.8192

Abstract

Improving EFL students' English vocabulary mastery always presents an excellent challenge for both EFL teachers and students. The purposes of this study are to investigate the effectiveness of the debate method on EFL students' vocabulary improvement and explore their perceptions of the implementation for mastering vocabulary. The researchers employed a pre-experimental design integrating mixed-methods, combining quantitative and qualitative methodologies. The study involved 20 undergraduate students from the English departments at the University of Antananarivo, Madagascar, in semester 5 in the 2025 academic year. Data were collected through vocabulary tests, questionnaires, and semi-structured interviews. The results indicate a statistically significant improvement in both vocabulary knowledge size, measured by the Vocabulary Level Test (VLT) with average score rising from 29.25 to 31.60, and productive vocabulary knowledge with average score increasing from 18.50 to 21.90, measured by the Productive Vocabulary Test, both with (p<0.05). Beyond enhancing undergraduate EFL students' vocabulary, the debate method is perceived as an effective, engaging, and motivational pedagogy that promotes self-confidence. The findings suggest that the debate is an effective strategy for teaching vocabulary mastery among undergraduate EFL students and is perceived as an engaging, confidence-building pedagogical approach.
Co-Authors Edia, Razafindralambo Miarisoa Nunung Suryati Sari Karmina