3. Choice of videos: Content videos:

Selecting effective video is an essential component of integrating this medium into practice. Fabos (2001:131) explains that one of the most significant factors in the success or failure of an educational technology is the quality of the content, rather than the technology itself. Selecting video that has strong, visually-rich educational content is a critical element for maximizing the effectiveness of video. Ready-made videos like cartoons, movies, etc sometimes contain elements which are pedagogically inappropriate such as violence or imitation of other people’s negative behaviour for humour or they may be too long or have no relation with teacher’s lesson and therefore, teachers will be wasting their time just for searching that animation suitable for their lessons. Apart from pedagogical inappropriateness, videos can be linguistically and culturally incomprehensible as they contain instances of authentic language. These are usually made for native speakers and have references to social and cultural items that often need to be explained. The language proficiency may also be too high for the students, which makes the task of inferring the meaning of new vocabulary too demanding. Since videos convey information that is both auditory and visual, these two modes must work in concert for videos to be most effective. Overly-dramatic sound tracks, visuals and narration that are not supportive of one another, and excessive use of still frames or slides can all detract from the educational message.

Consequently, teachers have become interested in utilising controlled content videos that are often provided with various TEFL course books which can teach the teacher’s targeted aim for a certain lesson. They also assist teachers in locating and presenting short, targeted clips of no more than two to five minutes in length as “Most educational experts agree that video is best shown in short segments so as to maximize learners’ concentration” (Shephard , 2003, p. 295-308). Some of these videos are captioned as well allowing reinforcement of vocabulary knowledge through supporting vocabulary noticing in the auditory channel with the spelling in the visual channel.

5. The proposed Methodology:

   1. Research Design:

During collecting information for this project, I depended on the qualitative methodology which focuses on gathering of mainly verbal data rather than only measurements. Gathered information is then analysed in an interpretative, subjective, and diagnostic manner which best suit my small scale project as it depends on observation and experimenting the effect of videos on vocabulary learning. As Ely (1991) suggests, qualitative reseach implies a direct concern with experience as it is `lived' or `felt' or `undergone' and it has the aim of understanding experience as nearly as possible as its participants feel it or live it rather than viewing as numbers.

2. Context and Sampling

This study seeks to present qualitative empirical data on the claim that using content videos inside the classroom can reduce interlingual and intralingual aspects of vocabulary transfer in the classroom drawing 3 studies done on 3 different groups of students in Megasoft institution in Jableh which offers educational services in various fields of knowledge supported by high-tech equipment including TEFL. Learners come from different age groups (around 9 years and above) and are placed into groups using a placement test which is based upon Common European Framework of Reference for Languages and their own interest whether General English (GE) or English for their own Specific Purposes (ESP). The course books are English File and Oxford English for Electrical and Mechanical Engineering which are Four-skill English courses with fun lessons, digital resources and strong online support. The institute is equipped with large screens and projectors and I use a variety of content videos to support the course book and help to consolidate vocabulary learning for students.