The Effect of Using De-contextualization and Semi-Contextualization Teaching Techniques on Turkish EFL Learners’ Vocabulary Learning

Oct 15, 2026

Information from television, the internet, and digital media surrounds learners and supports foreign language acquisition through multimedia. This research examined whether semi-contextualized television programs and subtitled TV shows improve vocabulary retention. Conducted at a Turkish state university, the study used two experimental groups of 18–20-year-olds, with pretests, an immediate post-test, and a delayed post-test. Statistical analysis found no significant differences between the two teaching approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

The Effect of Using De-contextualization and Semi-Contextualization Teaching Techniques on Turkish EFL Learners’ Vocabulary Learning Parisa Yeganehpour 1 and Elham Zarfsaz2 [yeganehpour.parisa@gmail.com](yeganehpour.parisa@gmail.com) Agri Ibrahim Cecen University, Turkey DOI: 10.35974/acuity.v7i2.2781 Abstract Information from television, the internet, and digital media surrounds us. Multimedia links us to other languages and cultures. Multimedia provides several benefits for foreign language learning. The goal of this research was to see how semi-contextualized television programs and subtitled TV shows help vocabulary retention during language learning. This study was conducted in a Turkish state university. The instructor split the class into two experimental groups of 18-20 year olds. The study started with a pretest. Then the newly condensed words were taught utilizing decontextualized and semi-contextualized education strategies. The research lasted a semester with 14 sessions. An immediate post-test was given at the conclusion of semester after teaching all new words. Three sessions later, a post-test was given. Then the participants' scores were analyzed statistically. The research found no significant differences between semi-contextualized (TV show) and decontextualized vocabulary teaching methodologies (board monitoring) . Focus should be given on the researchers' expertise as English teachers in predicting differences between two tactics (preference for semi-contextualized approach) . Keywords: Semi-contextualized Vocabulary Teaching, Decontextualized Vocabulary Teaching, Retention, Language Learning, Vocabulary Learning, Learning Strategy. INTRODUCTION Today, we know that human language is founded on vocabulary. The use of internet resources in educational contexts has increased, positively impacting vocabulary learning (Hanafiah, Aswad, Sahib, Yassi, & Mousavi, 2022) . To be specific, vocabulary is a vital component of communication, which is made up of three fundamental language units: pronunciation, vocabulary, and grammar (Susanto, 2017) . Since two decades ago, language learning took a back seat to other priorities. However, the vocabulary area has been proven as one of the fertile research grounds for two prior decades. According to Wilkins (1972) and Alqahtani (2015) Nothing can be transmitted without vocabulary, despite the fact that very little can be articulated without grammar. To begin with, emphasis was placed on grammar and functional use. Language academics attacked previous grammar syllabuses and methodologies for their lack of attention for lexis. This is also true of more contemporary communication techniques. Theorists of communicative linguistics have been criticized for 1 Assist. Dr, Agri Ibrahim Cecen University, Foreign Language Schools, Agri, [Turkey. pyeganehpour@agri.edu.tr](Turkey. pyeganehpour@agri.edu.tr), Orcid ID: 0000-0003-2982-9085 2 Assist. Dr, Tokat Gaziosmanpasa University, Education Faculty, Tokat, [Country. elham.zarfsaz@gop.edu.tr](Country. elham.zarfsaz@gop.edu.tr), Orcid ID: 0000-0002-6172-6388 ignoring vocabulary and its education in favor of structures, functions, concepts, and communication tactics (O'Dell, 1997) . By advancing the schools of psychology in second language teaching and learning, there was a shift away from the audio lingual approach, placed a premium on the structure and form of the language, toward a communicative approach, placed a premium on language use rather than language usage and whose overarching goal was to bring language learners closer to the target language by prioritizing fluency over accuracy. Another critical component of this technique is that all of the grammar and vocabulary that is learnt and used naturally emerges from the breadth of functional and situational settings included in the courses. Then there is an information processing hypothesis, which emerged from cognitive psychology and emphasizes the import

FAQs

What was the purpose of the research?

The study aimed to determine how semi-contextualized television programs and subtitled TV shows affect vocabulary retention during language learning.

How was the study designed and conducted?

The class was split into two experimental groups of 18–20-year-old learners. A pretest was given, new condensed words were taught using decontextualized and semi-contextualized strategies, and post-tests were administered immediately and a few sessions later.

What were the results comparing the two vocabulary teaching methods?

The research found no significant differences between semi-contextualized vocabulary teaching (TV show) and decontextualized vocabulary teaching methods.

Oct 15, 2026

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