Expanding English Learning Beyond Classroom Boundaries: Investigating EFL Students’ Perceptions of the Effects of Listening to Online Stories on Incidental Vocabulary Acquisition
DOI:
https://doi.org/10.17507/jltr.1601.33Keywords:
English as a Foreign Language, incidental vocabulary acquisition, listening to online stories, self-assessmentAbstract
This study investigated EFL students’ perceptions of how listening to online stories impacts incidental vocabulary acquisition. Conducted at an English department at a public university in Riyadh, Saudi Arabia, the research examined cognitive processes and assessment methods related to vocabulary learning, including dynamic and self-assessment. Quantitative results showed that listening to online stories significantly improved incidental vocabulary acquisition, with a mean score of 3.59 ± 0.84. About 89.8% of students reported enhanced vocabulary, covering aspects such as word recognition, formation, and usage, while 84.2% observed better word recognition in different contexts. Additionally, 80% of students found that online stories were more effective than reading for increasing vocabulary knowledge. Self-assessment also played a significant role in understanding vocabulary acquisition processes, with a mean score of 3.70 ± 0.90. Qualitative results identified six key methods for assessing vocabulary acquisition: dynamic assessment, technology-based tools, vocabulary tests, self-assessment, vocabulary journals, and storytelling assignments. Vocabulary journals were identified for their effectiveness in developing cognitive skills, functional vocabulary use, and contextual understanding, and reinforcing retention through repetition. The study underscores the benefits of online stories for authentic vocabulary learning and suggests incorporating modern methods, such as mobile applications, to extend English learning beyond the classroom.
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