Academic vs. Contextual Vocabulary Gains: YouTube Educational Videos as CALL Input for Pakistani ESL Learners

Abstract

This experimental study investigates how YouTube educational videos enhance vocabulary learning among Pakistan’s English as a Second Language (ESL) students. Through a one-group pre-test post-test experimental design with 92 undergraduate students at a public university in Lahore, we examined whether Computer-Assisted Language Learning (CALL) materials from educational YouTube channels improve academic and contextual vocabulary knowledge of ESL students. The experimental group received instructions over an eight-week intervention period through carefully selected YouTube videos with subtitles from reputable channels like TED-Ed and BBC Language Learning, followed by vocabulary exercises. Pre-tests and post-tests measured vocabulary gains in academic vocabulary learning and contextual vocabulary understanding separately. Results showed that participant students demonstrated significantly better performance in vocabulary acquisition, with notably higher learning gains in the post-test. The gain in academic vocabulary lexicon was much higher than the contextual vocabulary, indicating YouTube’s potential to enhance academic vocabulary knowledge to a greater extent. This research contributes valuable insights to CALL by demonstrating how readily available online resources can be effectively integrated into ESL classrooms to enhance vocabulary learning outcomes, offering practical implications for educators seeking innovative teaching methods in language instruction.