Investigating the Impact of Audiovisual Aids on Learning English Language Vocabulary Among Undergraduate Students in Jordan

Investigating the Impact of Audiovisual Aids on Learning English Language Vocabulary Among Undergraduate Students in Jordan | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Investigating the Impact of Audiovisual Aids on Learning English Language Vocabulary Among Undergraduate Students in Jordan Zein BaniYounes This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5333636/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Audiovisual aids such as videos provide contextual clues that help learners infer the meaning of new vocabulary and grammar structures. For instance, a video showing a restaurant scene can help students understand food-related vocabulary and phrases in a real-life context. This study aimed to investigate the impact of using audiovisual aids in learning English Language vocabulary among the undergraduate students in Jordan. The researcher used a quasi-experimental approach to answer the research questions. Quasi-experimental design is frequently employed when researchers are unable to randomly assign individuals to teams in particular conditions or command a task due to ethical and technological constraints. The population consisted of the undergraduate students who are currently registered in the English department in Jordanian Universities. The initial sample consisted of 100 students registered in Jordan Universities. The findings yielded that mean score of the control group was 7.34 and that of the experimental group was 8.21, however these values still have significance as the value of (0.003) is lesser than the (p-value ≤ 0.05). Therefore, the null hypothesis is rejected, i.e., the experimental group students’ scores who got audiovisual aids were significantly different from the scores of the control group who got conventional approach. Thus, teaching of English Language vocabulary significantly impact the learning process of vocabulary compared to the conventional approaches. Furthermore, the ANOVA results demonstrate a significant difference in Jordanian learners' perceptions of audiovisual aids based on their level of education. The significant F-statistic (4.131) and the p-value (.000) indicate that the educational level has a meaningful impact on how learners view the effectiveness of these aids in learning English vocabulary. This research recommends incorporating a variety of audiovisual aids into language learning provides a richer, more dynamic experience. It supports different aspects of language acquisition and helps create a more holistic learning environment Audiovisual English Language Vocabulary Jordanian Undergraduate Students Figures Figure 1 Figure 2 Introduction Language is one of the crucial means of communication, and a vast vocabulary is required for good conversation. In the 21st century, technology is widely used in the field of language acquisition since it helps learners strengthen their language skills (Allam & Elyas, 2016). The application of electronic devices in the language teaching is thought to be beneficial since the new generation learns, practices, and interacts in different ways. Students understand how to use technology and apply it to their study. Learners in the twenty-first century are more used to visual learning. They Favor audiovisual learning over printed stuff. (Oddone, 2011). Nowadays, the utilization of videos in language instruction has grown significantly. According to Anderson (1998), Multimedia is defined is a series of electrical pictures that include an audio component and, subsequently, an image component created by a recording device and played by a video player. A particular impact of multimedia tools on academic performance can be that they may increase a student's interest or motivation to learn. Audiovisual aids can help with the transmission of messages and materials study and promote individual acceptance and comprehension for the content. Currently, illustrations such as photos and movies improve the person's recollection of the material delivered. Aids in audiovisual may increase cognitive and critical abilities as every person studying with multimedia can evaluate it Data or content presented separately. (Sudewi, et al 2023). When it comes to vocabulary in English as a worldwide language, the number of words appears to be almost infinite. To master language, learners must put forth consistent effort and practice. Learners' capacity to grasp language is strongly dependent on their familiarity with the vocabulary employed, which allows them to comprehend the ideas presented. The importance for vocabulary in learning a language is endorsed by Folse (2004) He agrees, "You can get by without grammar, but not without vocabulary”. In the same vein, Wilkins (1972; as cited in Al Qhatani, 2015) emphasizes the importance of having the necessary vocabulary to convey one's message, while producing grammatical sentences alone is insufficient. lacking grammar, less may be said; with no vocabulary, no idea will be understood. (M Al Zahrani., et al 2022) . Past research revealed that second-grade students required vocabulary talents. It was impacted by variety of elements, including Students' inability of English skills and vocabulary, and their dearth of experience utilizing English in ordinary contexts. To understand this challenge, researchers must apply a variety of training methods, particularly when teaching vocabulary. The audiovisual method is one possible strategy. As stated by Azhar Arsyad (2002), educators must choose and use audiovisual tools as a learning medium to help teachers Send notifications. or knowledge to students so that they grasp what is being taught. They were chosen based on known instructional aims, which frequently involve a combination of Partnership, usefulness, and mental health. Relying on the preceding remarks, investigators wish to do studies on audiovisual aids. in learning English language vocabulary skills among Jordan undergraduate students. According to Bastos and Ramos (2009), teachers should create new learning environments that address the requirements and interests of the next generation. This will allow young people to participate in the classroom. The usage of traditional textbook-based activities may result in students' lack of enthusiasm and desire to learn a language, which leads to failure in the students' accomplishment in the target language (Bastos & Ramos, 2009). In Thailand, in specific, technology has become a major concern with a significant effect on education. Technology has been used at different stages of education for diverse goals. (Ministry of ICT, 2009). Background of the Study The advancement in computing has introduced new elements to the educational setting. It extends learning and teaching beyond the classroom and the traditional chalk-and-talk style. The application of audiovisual aids in education and learning has been around for decades. Audio-visual aids are objects that use both presentations to improve teaching and learning, particularly in terms of comprehension and retention (Ashaver & Igyuve, 2013). Before the advent of broadcast and television, early multimedia aids were in the form of paintings and images with voice narrations (DeBernardes & Olsen, 1948). Radio and TV revolutionized when audiovisual devices were developed delivered by allowing Educational Materials to be transmitted to audiences in larger geographical locations. Its assistance in the form of radio transmission and tv. shows breached across geographical limits and, when combined with storing technologies, allowed instructional applications to be documented, kept, and repeated for educational purposes and training purposes. (DeBernardes & Olsen, 1948). Informative holders and videotapes can remain second-hand frequently to cover a certain subject. Nevertheless, the video quality of attractive tape recordings degrades completed period and with repeated reproduction. Sophisticated recording equipment allows for better maintaining the excellence of audiovisual films. (Keene, 2006). Proficiency in speaking is critical in the setting of audiovisual assistance. Educators are constantly looking for new ways to help EFL learners improve their language skills. One such field of investigation is the use of modern electronic assets such as audiovisual aids, to improve the communication skills among undergraduates. Audiovisual aids, known for their owners engaging informative and interesting presenters, provide realistic and diversified language input (García-Pinar, 2019). These presentations cover a wide range of topics and offer varied thoughts in an understandable and entertaining custom, creating them an excellent tool for linguistic students looking to improve their conversational abilities. Several investigations (e.g., Choirunnisa, & Sari 2021; Hamza, 2019; Meihua 2021; Nursafira,2020; Salem, 2019) were undertaken to determine the effectiveness of audiovisual aids for enhancing speaking skills. They discovered that using video aids into EFL training allows educators to introduce kids to real-world language usage, realistic vocabulary, and the skill efficient communication in public. (Alghmadi, 2024). The literature extensively documents the significance of language knowledge, acquisition, and achievement (Abduh & Rosmaladewi, 2017; Skjelde & Coxhead, 2020; Wei, 2021). Yet, less is understood. regarding the characters or benefits of EFVK in improving the English as a second language participants' ability to teach and learn the English language. Understanding the students’ words may speed the growth and improvement of their language skills, such as Reading, Hearing, Speaking, and Writing. (Hyland & Tse, 2007; Yousef, 2015). Command of the list of words has developed an important component of learning a second language, particularly English (Y. Li & Hafner, 2022; Shin, 2018; Skjelde & Coxhead, 2020. However, the capacity to main is an important component that was not properly investigated. Several researchers have language witnesses. (Man & Chi, 2010). A solid understanding of the typical phrase is going to be important in improving the skill to progress to an expert or upper level. (J. Li et al., 2017; Man & Chi, 2010; Uchihara & Harada, 2018; Wei, 2021). Therefore, understanding terminology, particularly basic English phrases, becomes an important feature for EFL learners pursuing a degree in language education. Knowing traditional English words can help and enhance English as a second language learners in writing and other language skills that will be mastered. (Gallagher et al., 2019). Several researchers have conducted research in the field of vocabulary, notably throughout the field of linguistic learning, such as understanding vocabulary (Puimege & Peters, 2019; Zhang & Lu, 2015), retention of words (González-Fernández, 2022; Makhoul & Sabah, 2019; Puimege & Peters, 2019; Skjelde & Coxhead, 2020; Uchihara & Harada, 2018; Zhang & Lu, 2015), vocabulary achievement (Buysse, 2011; Hyland & Tse, 2007; O'Connor et al., 2019), and the number of words. Other academics also investigated language facts and accomplishments in both small and advanced teaching settings (Makhoul & Sabah, 2019; Rivera Perez, 2019; Skjelde & Coxhead, 2020). These investigations mainly concentrated on broad vocabulary proficiency or understanding precisely a result, nobody has been bothered with official English vocabulary or terminology, an issue that has little foundation. Words is considered majority basic component of each dialect, and it is vital for foreign undergraduates to learn to master the language. Language specialists and educators in foreign language learning claim that verbal expertise, referred to as "vocabulary knowledge," offers a critical part in foreign language instruction since it is vital to have a strong capacity to acquire and remember words to enable the FL beginner to accomplish interpersonal ability. (Lewis, 2005; Nation, 2001; Schmitt, 2000). Vocabulary shapes the broadest range of any linguistic value, and the issue seems to remain the most difficult issue for furthermost pupils (Nation, 2001). Students with sufficient language knowledge can speak and interact with other people more openly and efficiently. The learner is compulsory to have a simple discussion requires a minimum of 3,000 words of FL/L2 terms (Schmitt & Schmitt, 2014), nearly all the 5,000-phrase groups to watch films (Webb & Rodgers, 2009), and the most prevalent 9,000-word categories to read meaningful literature such as newspapers and fiction. (Nation, 2006). Still, gaining words. and achieving a sufficient terms quantity has grown to an obstacle for pupils outstanding to numerous factors such as education difficulties, deficiency of memorizing strategies, low belief, and shortage of exposure to the subject's language (Suwanasilp et al., 2023). Sherman (2003) emphasizes that films expose people to a varied range of language used in everyday situations enriching. Their surroundings for learning and contextualizing their process of education. Audiovisuals are a tool for studying since it can deliver significant performance as an easy-to-apply material and effectively encourage youngsters to study English making it easier to recall the learned knowledge. However, middle school pupils struggle to study English as they need enthusiasm, beauty, desire., and concentration. They require audiovisuals as a learning medium to keep students engaged and provide a novel experience in the classroom when learning English. This research tries to find out students' opinions of using audio-visual aids in learning English language vocabulary among undergraduate students in Jorden. Since it is difficult for educators to identify successful vocabulary teaching approaches that are appropriate for the features and interests of students in the twenty-first century, audiovisual can be an efficient way to help students learn vocabulary knowledge. In contrast, it is remarkable that few empirical research have been conducted in Jordan using audiovisual media to improve English vocabulary knowledge. The current study intends to connect and examine the learners' viewpoints on using audiovisual aids in acquiring English language vocabulary (Bunmak, 2021). The results of this investigation will be valuable because it is worthwhile to research language teaching strategies. When using effective teaching strategies, teachers must consider the qualities, interests, and levels of proficiency of their students. This will increase their instruction and the students' linguistic proficiency (Larsen-Freeman & Anderson, 2011). Statement of the Problem Audiovisual aids play an important function in the global system of learning. In third-world nations, acceptance of new trends and technology in the sphere of schooling has decreased (Tareen et al, 2021). Despite Jordanian students studying English as a second language at schools and higher education institutions, many continue to find it difficult to learn. Of fact, studying a foreign language is generally a challenging progression because it requires an extended time to learn a language other than one's native tongue. A single cause people struggle with English is different ideas on how to learn the English language itself. With the numerous studies conducted in audiovisual learning strategies, there is limited study on how to enhance absorption and perceptions affect English classroom experiences in Jordan. Such effort is fundamental for the reason it might boost lecturers' awareness of the way adolescents handle English learning. Furthermore, educators' faith affects their learning behaviors, then their academic results. To gain more insight into such attitudes, colleges can help teenagers and experts’ teenagers and professionals enhance the Jordanian language learning curriculum. Language acquisition and learning Attitudes have a significant impact on pupils' English learning development. There is no escaping the truth that most Jordanian pupils struggle to speak English in class. We observed through our personal experience in teaching English that most of the pupils attempt to prevent communicating in English in class willingly or requested to engage in replying to a certain inquiry, learners will use their native languages or remain silent as they are distressed about using the target language, therefore, the teacher in the Jordanian classroom context is the dominating figure, with the absence of the class interaction. All these observations do not go along with the fundamentals of the recently created techniques of teaching English, such as the idea that the position of the educator is an observer, not a domineering. Additionally, the target language should be used as the medium of instruction, and students should be encouraged to participate more in class. Missing such concepts created a significant gap in the learning process, which had a negative impact on the concert of the trainer and the understudies. This is a major issue that must be examined to be resolved. Research Objectives To explore the learners’ perspectives on using audiovisual aids in studying the English tongue. Vocabulary. To determine the impact of audiovisual aids on learning English language vocabulary among undergraduate students in Jordan. To examine whether there is a significant difference in learners’ perception of audiovisual aids in learning English language vocabulary in terms of their level of education and exposure to audiovisual aids. Research Questions What are the learners’ perspectives on using audiovisual aids in learning English language vocabulary in Jorden? What is the impact of audiovisual aids on learning English language vocabulary among undergraduate students in Jordan? Is there any significant difference in learners’ perception of audiovisual aids on learning English language vocabulary in terms of their level of education and exposure to audiovisual aids in Jordan? Theoretical Framework Multimedia theory for learning (MMLT) Richard Mayer developed the Multimedia Learning Model in 1997. It falls within the broad philosophy of cognitivism. According to Mayer (1997), multimedia learning theory is made up of three components that help students learn more successfully. The first is that information processing takes place across two channels, aural and visual; this is also defined as the multimedia concept. According to this. theory, pupils' photos, and texts may be more effective learning tools than words only. Another advantage point is that each channel has a maximum ability to process data. In another way, individuals can only digest certain amounts of information and try to interpret it by forming mental reconstructions from the evidence sources. The final component is that learning is a lively procedure that filters, chooses, arranges, and integrates statistics based on past facts. As Mayer (2002) illustrated, the procedure of transferring acquaintance between (audio and visual) can be accomplished once fresh data merges with existing knowledge. Consequently, while pupils are carefully digesting new data, they apply prior information to aid the method. For instance, several visitors on a tour in London could gain more from having a tour leader describe the things they see surrounding them. In other words, digital media does not always refer to technology; rather, it can be described as anything that uses two channels. Multimedia learning theory (MMLT) remains relevant and expanding in educational practice, as evidenced by several studies on its impact on student accomplishment. Research indicates that multimedia learning tools positively affect student learning performance. Ercan (2014) found that multimedia has a significant influence in improving pupil achievement. The study analyzed the impact of multimodal studying materials on 5th-grade pupils' academic achievement and mindsets about science classes. Respondents were separated into two categories control and test and tested on "Food and Healthy Nutrition". The results revealed there was a substantial difference in accomplishment after the test between the two sets. The experimentation team obtained a score more than the one in the control group. The data support Mayer's (2002) claim that multimedia learning improves student learning outcomes. McTigue (2009) carried out additional research that demonstrated the importance of MMLT. Her investigation aimed to analyze the effect of multimedia presentations on the reading ability of learners. Learners in the group that experiments read a science writing that includes an image or diagram, whereas the control group read only text. The study found that pupils gained more from reading with diagrams or drawings. The discoveries highlight fears about the claim of multimedia in classroom repetition the lack of multimedia use stands primary issue that teachers need to resolve in school settings. Trainers should offer lessons in more attractive conduct, such as engaging more media, to improve pupils' learning experiences. Furthermore, Chang et al. (2010) executed an analysis with audiovisual aid elements. They investigated the impact of employing multimedia on seventh-grade pupils' learning achievement in science class. The scientists conducted fundamental science tests on three separate clusters of volunteers. The results exposed that undergraduate in the experimental group, who were taught using multimedia resources, performed better on the test. In other words, the data showed that pupils imparted using multimedia learned more well than groups educated using traditional methods. Theory of Vocabulary Social Constructivism and Sociocultural Theories Both social theories make the primary assumption. Information is built through connection with others during social activities (Unrau et al., 2018). Individuals with greater knowledge are supposed to assist people in learning and assimilating the social setting and its contextual aspects (for example, Heritage and Language), that is how truth is constructed. The theory is recognized for its viewpoints, especially the Vygotsky, L. (2011). The term "ZPD" relates to the area where learning has to be assisted by peers or more experienced people. It is the boundary between what students can and cannot do. With scaffolding, students can quickly become proficient with psychological techniques (e.g., language), and enable students to use their more complex methods of thought Bruner and associates propose planned and promoted improvement abilities (Wood et al., 1976). Students begin these relationships dependent on adults, which gradually declines as acquired is established. According to views, everyone actively participates in the process of producing meaning. Adams (2006), training is viewed as a social discourse in built through participation. assignments in which students collaborate to define words and take part in collaborative conversations with new vocabulary. Dongyu et al., (2013) are founded on social constructivism and sociocultural theory (Donato, 1994 & Swain et al., 1998). Literature Review Several research has supported the use of audiovisual aids in education (Jarosievitz, 2011; Zheng, Warschauer, Lin, & Chang, 2016; De Sousa, Richter, & Nel, 2017) as helpful tools to aid in the illustration of procedures and to convey complex ideas and concepts excitingly and interactively. Shah and Khan (2015) noted that graphics and data displayed on screens generated a unique learning experience from printed material, which was beneficial to the growth of intellectual curiosity. Gilakjani (2012) supported the use of audiovisual to improve aided distinguishing between primary tackling skills. A blended learning mode that includes conversations motivates learners to read and watch visual learning resources (Jarosievitz, 2015). Indicated this approach, Malik and Agarwal (2012) domain, allowing investigation participants audiovisual use in a variety of situations with good outcomes. Lee and Keckley (2006) discovered that learners who were taught driving lessons using multimedia education performed better. De Sousa and Van Eeden (2009) advocated for audiovisual elements in classrooms to promote comprehension have been advantageous since portrayed. Ekinci, Karakoc, Hut, & Avci (2009) also supported such as among teachers (De Sousa et al., 2017). Vocabulary is a key part of a foreign language because it is necessary to establish articulation using abilities (Carpenter & Olson, 2012). Horst and Meara (1999) defined as the ability to previously taught such as a vocabulary term or definition. Conversely, receptive instantly (Ringbom, 1998). An outcome, learning begins and progresses extensively (Arrogante, 2021). The elements required to acquire (Mubarok et al., 2017). Acquisition is vital for learning how to speak, write, read, and listen. If a person's vocabulary is limited, they will be unable to adequately communicate and convey their feelings, either orally or in writing. If the vocabulary is limited, comprehension of other talents, such as listening and reading, will not be achieved (Hiebert & Kamil, 2005). Respect and comprehension get difficult when there is a lack of language expertise to interpret the meanings of foreign terms. Aside from articulating their ideas to develop language (Susanto, 2021). Cameron (2001) stated that the necessary acquisition is a component competency that enhances abilities. Since 2005, primary schools have taught (aljohani, 2016). Nevertheless, starting with the academic year made available in proficiency, low success. learning commonly regarded as broad and complex (Kim, et al., 2018). Wilkins (quoted in Thornbury, 2002) stated, "Without grammar, very little can be conveyed, but without vocabulary, nothing can be communicated". A limited impedes languages a sufficient vocabulary, and complete comprehension prevents thoughts and ambitions (Katemba, 2022). The issue of understanding the attempted use of gadgets to divert Learners' Concentration and increase their curiosity for learning English language (Clark, 2013). Research indicates that, when compared to traditional classrooms, technology-heavy classrooms have demonstrated student involvement in the learning process, motivation, inspiration, independence, and a strong desire to learn. These findings suggest a strong relationship between online instruction and student success (Alharbi, 2019; Davidson et al., 2018, Flavin, 2016; Johnson, et al., 2016; Katemba, 2019; Katemba, 2021; Muftah, 2022; & Muftah, 2023a). Several previous research have been undertaken. film was utilized to teach Engineering Drawing to students at a Malaysian Vocational College, and the aids had a considerable potential to improve student perception and hence learning quality. Haque and Talukder (2017) after investigating usage, it was discovered that PPT slide shows were more popular than overhead projects as well as high research is primarily with few proving the efficiency of audiovisual. Furthermore, the utilization of audiovisuals appeared to gain more than those in teaching science (Khan, Shah, Farid, & Shah, 2016). Arndt and Woore (2018) examined the effect of audiovisual aids on learning English vocabulary. The researchers contrasted video blogs and written blog postings as two distinct types of online media. This study covered several areas of vocabulary knowledge, including orthography, semantics, and grammatical function. The researchers studied which vocabulary teaching technique (reading blog posts or viewing video blogs) improves vocabulary acquisition. The researchers used two levels (YouTube videos and reading blog entries) as independent variables. The study's only dependent variable was vocabulary acquisition. This study made use of actual videos, YouTube videos, and scripts written by researchers. These videos and scripts have the same linguistic content but are presented in two different ways. A total of 84 persons were selected and divided into two experimental groups. The study's findings revealed that both groups learned language through inadvertent means. The authors reported that reading blog articles and watching YouTube videos were two effective vocabulary teaching approaches. The study's findings also demonstrated that either therapy (whether reading or viewing online) can contribute to various parts of the learner's vocabulary knowledge. For example, reading blog posts increased learners' orthographic knowledge, whereas viewing videos resulted in greater remembering of the target words' grammatical structure and better recognition and recall of their meanings. While most research have looked at the impacts of watching brief video snippets on vocabulary acquisition, Peters and Webb (2018, p. 557) studied the influence of watching TV programs on EFL learners' development. The researchers discovered four separate characteristics, counting "frequency of occurrence, relevance cognateness, and prior vocabulary knowledge". The authors conducted separate trials, each with its own experimental and control groups. This study included 125 participants who saw a genuine full-length TV broadcast about a Business English course. Word learning was the study's only dependent variable. The vocabulary learning approach was the sole independent variable. The study included four covariates: frequency of occurrence, cognateness, relevance, and learners' prior vocabulary knowledge. According to writers, TV program can outcome in related vocabulary learning "at the level of meaning recall and recognition." The authors of the research carried out two experiments. The experiment seeing a program affected the participants' form recognition and meaning recall, while the second experiment program affected the participants' meaning recognition. The student's prior knowledge, word frequency of occurrence, and cognates are three important variables for accidental vocabulary acquisition. Negara (2017) investigated the use of audiovisual media to teach English to non-English majors. The goal of her study was to increase students' learning outcomes with audiovisual media when teaching English to non-English majors. The study involved two rounds of classroom action research. His research focuses on fourth-semester STIE Indonesia Pontianak undergraduates from the 2016–2017 academic year. His work employs data analysis methodologies based on observation and student learning results. The findings found that lecturer activity in cycle I reached 66.67%, while cycle II reached 83.33%, representing a 16.66% increase. Similarly, students' involvement in cycle I reached 73.33 percent, while cycle II reached 90%, representing a 16.67 percent increase. The use of audiovisual media in teaching English to non-English majors results in increased activity from teachers, tasks, and student learning results. Setyawan (2020) investigated the use of audiovisual media to empower the teaching capacity to hear to pupils in the seventh grade at SMP Muhammadiyah 5 Surakarta, as well as difficulties encountered by teachers when using audiovisual to teach English. Obtained data through interviews and a questionnaire. The findings demonstrated educators succeeded to employ audio-visual to enhance teaching attending students very well. They confront hurdles make acceptable learners. Kirana (2016) investigated the use of audiovisual aids to increase listening. Her research was to determine whether might increase skills of grade VIII ESL students more than the traditional method of teaching g. The study used an experimental design the results indicated pupils in the experimental group had considerably higher average than the control group (62). The t-test results revealed that the listening abilities of the pupils in the two groups differed substantially. It can be stated that learners taught using the audio-visual Method performed better in listening comprehension than students taught using the traditional listening understanding technique. Research Methodology 3.1 RESEARCH DESIGN Creswell (2014) describes the study approach as types that provide necessary advice for methods or procedures in mixed, quantitative, and qualitative studies. In a scientific technique, research design creates the framework for the investigation. It will structure the research in such a way that it indicates how the investigation will take place and respond to the research questions. It will describe the essential data, the methodology to be used, and how these methods will be applied to answer the research objectives. Because randomization was not an option, this research used a quasi-experimental pre- and post-test design with two groups (experimental and control). The prefix essentially means "like." As a result, the term quasi-experimental study refers to studies that seem to be experimental but are not. Even when the independent variable changes, participants are not assigned to conditions at random (Cook & Campbell, 1979). A pretest-posttest design involves measuring the dependent variable twice and following the administration of the treatment. This inquiry used the strategy, which is like a within-subjects experiment in which each participant is tested first under the control condition and subsequently under the treatment condition. It varies from a within-subject experiment in that the order of treatments is not reversed, as evaluating a person first and then placing them in an untreated control condition is not usually feasible. If the average post-test score is greater than the median pre-test score, it is reasonable to draw the conclusion that the treatment was successful. A quasi-experimental design is frequently employed when researchers are unable to randomly assign individuals to teams in particular conditions or command a task due to ethical and technological constraints. It is inappropriate to remove an instructional method from one group and then deliberately do the opposite to another team. Can thus describe trying when meeting all the demands of a true experiment is challenging or impossible. However, there is still an initiative to segregate the therapy so that inferences about the treatment or intervention may be made more accurately. Typically, a study with a quasi-experimental design attempts to answer questions like, "Does a treatment or procedure have an impact?" "What is the relationship between program interventions and results (Dimsdale& Kutner, 2004). 3.2 POPULATION AND SAMPLE The sample is the primary group of people studied by the researcher in any empirical investigation (Dörnyei, 2007). The initial sample for the current research consisted of 100 students registered in Jordan University. Students take an intense course and other disciplines to prepare them for additional study at university. They started learning English in year one of the intermediate period and had been studying it for six years before enrolling at university. The registrar separated them into two divisions at random using chance draws, and the researcher obtained a population list from the registrar. 3.3 Sampling Technique Both groups chosen research were assigned to be taught by ELC teachers (the English Language Center at Jordan University) during the second semester of the academic year 2018/19. The ELC assigned them random instructors, and each teacher was required to teach two sections/classes over a whole term. The research's sample included students enrolled in Jordan University's Preparatory Year Program. The two groups were chosen as the experimental group, further as the control group. The experimental group was taught the embattled vocabulary using an audiovisual approach, whereas the control group was taught strategy. Three tests were administered to each of the two groups before and after testing. Created and written by the researcher, but administered and proctored by two additional ELC teachers. The analyst used convenience sampling (also known as Accidental or Haphazard Sampling). It is a type of non-random or non-probability sampling in which participants from the target group must meet specified practical requirements such as geographical proximity, convenience of access, accessibility at a specific time, or an opportunity to interact. It can also be utilized to investigate population accessible known as "accidental samples," are those that are involved in the sample solely because they are administratively or physically convenient where the researcher is collecting the information is easily available. The goal of this strategy is to elicit knowledge from individuals who are easily available to the researcher. Furthermore, the primary assumption behind suitability sampling is that the target population members are homogeneous. 3.5 RESEARCH INSTRUMENT Considering the study's usefulness of audiovisual aids in teaching English language vocabulary, each of these exams had two primary sections: vocabulary accuracy and learning ability. The rationale for this was that the study's goal was not only to investigate the effects of audiovisual aids on students' learning of English language vocabulary by being exposed to two different approaches, audiovisual and traditional, but also to investigate the learners' ability to transfer their vocabulary into reflecting on their own work and using appropriate communicative interactions. 3.6 VALIDITY AND RELIABILITY Pretest and posttest questions are based on the following books: "English Vocabulary in Use" by Murphy (2004) and "Interactions Access, Focus on Grammar" by Broukal, (2007). The early versions of the queries presented composed of TEFL professionals and professors from Saudi universities, as well as some instructors from Jordan University's English Language Center. They were chosen to assess the selected questions and are better familiar with the students' levels and books. More precisely, the goal was to assess the validity of tests by considering their appropriateness for English second language, pre-intermediate level students in the Preparatory Year program, the clarity of test items, and whether they were easily understandable. The jury gave various recommendations and ideas, which resulted in some adjustments to the test plan and some components being altered, and eliminated from the final versions. There are significant variations between conventional validities considered as different constructs: criteria validity, construct validity, content validity, and the current idea of validity considered as a whole. To demonstrate criterion-related validity, test scores must be consistently connected to more outcome criteria. Content-related validity evidence relates to how well test questions reflect the skills in a certain subject area. The extent to which the test analyzes the "correct" psychological constructs is known as construct-related validity evidence. Among these psychological characteristics are intelligence, self-esteem, and creativity. Messick (1989, 1994, 1996) asserts traditional concept of insufficient, in part because it misses evidence of the relevance of score meaning as a basis for action, as well as the social consequences of score use. In his present approach, validity is considered as a single concept, with an importance on how a test is used. Reliability relates to measurement consistency, and a test is regarded as trustworthy if the same result is obtained again with no confounding factors present during the intervening time interval. To examine the reliability of the tests, the researcher administered the three exams to a group of 15 students who were not included in the main study. A test-retest reliability was applied. The same tests were administered to the same sample twice, first during the first week of the second term and again two weeks later. Results and Findings of the Study The investigation was determining how helpful audiovisual aids are for acquiring English language vocabulary in an EFL setting. Furthermore, it compares the Focus on the Audiovisual Aids approach to the traditional approach to teaching vocabulary and attempts to determine effectiveness in improving the speaking of Jordanian undergraduates in the Year One, Two, and Three Programs at Jordan University. To achieve the study's primary purpose, the sample from both the research presents a statistical analysis of the data, as well as findings and interpretations. Results will be given in accordance with the findings. (SPSS) was utilized for the analysis. results of the study. Referring to research question 1, the research used a descriptive statistic approach focusing on the means and the standard deviation including the means ranking. The table below portrays the findings on the learners’ perspectives on using audiovisual aids in learning English language vocabulary in Jordan Based on Table 1 above, the majority of the participants concluded that audio-visual aids facilitate their learning of English language vocabulary. This is shown in Table 1 where items number 4 with the mean score (x̄ = 4.440) and the standard deviation (.4356). This is followed by the respondents to item number 1, who buttressed that audio-visual aids motivated them to learn more vocabulary as depicted in the means score of (x̄ = 4.332) and the standard deviation (.7012). In addition, the mean score (x̄ = 4.321) and the standard deviation (.4356) of item number 3 followed the previous raking; the participants agreed that audio-visual aids assisted in remembering the content taught longer. Logically, there was little difference between the respondents to items number 2 and 6 with the mean score (x̄ = 3.455, 3.430) and the standard deviation (.5134, .4353) respectively where the participants emphasized that audio-visual aids increase their interest and motivation in learning vocabulary. However, The Last item number 5 had the lowest means score where the respondents opined that audio-visual aids facilitate my understanding of the lessons delivered by their teacher. Thus, it can be concluded that using audio visual aids is perceived to be useful in learning vocabulary among the university students in Jordan. The result of this can be visualised in the Fig. 1 below on the learners’ perspectives on using audiovisual aids in learning English language vocabulary in Jordan In answering research question 2, which sought to understand the effect of audiovisual aids on learning English language vocabulary between undergraduates in Jordan. To answer this research, question the result of the pre-test and post-test of the respondents was compared through the analysis of an Independent Sample t-test. The research applied the audio-visual aids with the experimental group while the control group was taught using a conventional approach. Table 2 below presents the finding of the comparison between the two groups. Table 2 T-test Results of the Post-Testing of the comparison/control and the experimental groups for the Audio-visual aids vs. conventional approach. Group Number of students Mean Score Standard deviation Tabular t-value P-value Control 45 7.34 3.02 0.98 0.003 Experimental 45 8.21 2.89 * Insignificant (P > .05) The data in Table (2) clearly show there is a statistically significant difference between the mean scores of the control and experimental groups of pupils in the immediate post-testing of their learning English language vocabulary. The mean score of the control group was 7.34 and that of the experimental group was 8.21, however these values still have significance as the value of (0.003) is lesser than the (p-value ≤ 0.05). Therefore, the null hypothesis is rejected, i.e., the experimental group students’ scores who got audiovisual aids were significantly different from the scores of the control group who got conventional approach. Thus, teaching of English Language vocabulary significantly contribute the learning process compared to the conventional approaches. The findings are visualized as shown in the figure below: In research question 3, the researcher sought to understand whether there is any significant difference in learners’ perception of audiovisual aids in learning English language vocabulary in terms of their level of education and exposure to audiovisual aids in Jordan. Hence in answering this question, the research adopted the use of ANOVA variances to understand the differences in the students’ perceptions. The table below shows the findings of the ANOVA analysis of variance in determining the Jordanian learners’ perception of audiovisual aids in learning English language vocabulary in terms of their level of education (Year 1, Year 2, and Year 3). Table 3 below indicates the findings: Table 3 Anova Co variance analysis of the differences in the student's level of education Source of Variation Sum of Squares Degrees of Freedom (Df) Mean Square F Significance (Sig.) Between Groups 34.633 27 1.283 4.131 .000 Within Groups 89.323 83 0.310 Total 90.956 90 The table above shows the result of the "Between Groups" sum of squares (34.633) quantifies the variability in learners' perceptions attributable to differences in educational level (Year 1, Year 2, and Year 3). With 27 degrees of freedom, the mean square between groups is computed as 1.283. The F-statistic of 4.131 is derived by dividing the mean square between groups by the mean square within groups. The resulting p-value of .000 indicates a statistically significant effect of educational level on perceptions, as it is well below the common alpha level of 0.05. This result suggests that there are significant differences in how learners in different years perceive the effectiveness of audiovisual aids. The ANOVA results demonstrate a significant difference in Jordanian learners' perceptions of audiovisual aids based on their level of education. The significant F-statistic (4.131) and the p-value (.000) indicate that the educational level has a meaningful impact on how learners view the effectiveness of these aids in learning English vocabulary. Thus, given the significant differences identified, it is essential to conduct post-hoc analyses to determine which specific educational levels differ from one another. This will provide deeper insights into how perceptions vary across different years of study. Additionally, understanding the nature of these differences can guide educators in tailoring audiovisual aids to better meet the needs of learners at different stages in their education. Future research could explore the underlying factors contributing to these differences and investigate potential ways to enhance the effectiveness of audiovisual aids for all learners. Furthermore, the researcher examined if there is a significant difference in learners’ perception of audiovisual aids in learning English language vocabulary in terms of their exposure to audiovisual aids in Jordan. Hence in answering this question, the research adopted the use of ANOVA variances to understand the differences in the students’ perceptions. The table below shows the findings of the ANOVA analysis of variance in determining the Jordanian learners’ perception of audiovisual aids on learning English language vocabulary in terms of their exposure to audiovisual aids in Jordan (High Exposure, Medium Exposure and Low exposure). Table 3 below indicates the findings: Source of Variation Sum of Squares Degrees of Freedom (Df) Mean Square F Significance (Sig.) Between Groups 35.33 27 3.102 4.131 .021 Within Groups 87.323 84 2.550 Total 90.956 90 The sum of squares between groups (35.33) measures the variability in learners' perceptions attributed to the differences in exposure levels to audiovisual aids (High, Medium, and Low). With 27 degrees of freedom, the mean square between groups is calculated as 3.102. The F-statistic of 4.131 is obtained by dividing this mean square by the mean square within groups. The significance level (p-value) is .021, which is well below the threshold of alpha level of 0.05, indicating that the differences in perceptions across the different levels of exposure are statistically significant. This suggests that the amount of exposure to audiovisual aids has a meaningful impact on learners’ perceptions. The ANOVA results indicate that there are significant differences in Jordanian learners’ perceptions of audiovisual aids based on their exposure levels (High, Medium, and Low). The significant F-statistic (4.131) and p-value (.000) suggest that variations in exposure to audiovisual aids have a statistically significant effect on learners' perceptions. Lastly, this study attempted to answer three research issues. The data from the first question about learners’ perspectives on using audiovisual aids in learning English language vocabulary in Jordan in the current study hold the highest mean rank in motivating them to learn more vocabulary (x̄ = 4.440) and the lowest mean rank in Audio-visual aids facilitate my understanding of the lessons delivered by my teacher (3.430). They tended to have favorable attitudes about their English language aptitude, therefore they assumed they had a high level of aptitude. Even though the students were unsure about language difficulty, it appears that they are extremely driven and self-confident in studying the English language, as they are aware of the importance of the English language in Jordan. It was also discovered that responders to the study have good attitudes about how to grasp the English language. They strongly agree on the necessity of guessing in language, repeating and practicing, and employing audiovisual elements. The second research question sought to understand the impact of audiovisual aids on learning English language vocabulary among undergraduate students in Jordan. To answer this research, a result of the pre-test and post-test of the respondents was compared through the analysis of the Independent Sample t-test. The research applied the audio-visual aids with the experimental group while the control group was taught using a conventional approach. The study shows that there is a statistically significant difference between the mean scores of the control and experimental groups of students in the immediate post-testing of their learning English language vocabulary. The mean score of the control group was 7.34 and that of the experimental group was 8.21, however these values still have significance as the value of (0.003) is lesser than the (p-value ≤ 0.05). Therefore, the null hypothesis is rejected, i.e., the experimental group students’ scores who got audiovisual aids were significantly different from the scores of the control group who got the conventional approach. However, in research question number 3, the researcher sought to determine whether there is a significant difference in learners' perceptions of audiovisual aids for learning English language vocabulary based on their level of education and experience with audiovisual aids in Jordan. Conclusion Audiovisual aids are an excellent didactic tool to promote not just grammar comprehension but also to develop others' skills in the target language. Therefore, it is recommended to use visual resources to get better results in the classroom. These visual resources somehow encourage students to participate and pay more attention when they are learning new vocabulary. At the same time, they allow the class to be more attentive and improve the quality of the interactions between one another. Consequently, students assume new learning environments and understand grammatical structure effortlessly. Ortega, Ruiz & Hernandez (2016). Audiovisual aids, such as videos and images, provide contextual clues that help learners infer the meaning of new vocabulary and grammar structures. For instance, a video showing a restaurant scene can help students understand food-related vocabulary and phrases in a real-life context. This study aimed to investigate the impact of using audiovisual aids in learning English language vocabulary among undergraduate students in Jordan. The researcher used a quasi-experimental approach to answer the research questions. A quasi-experimental design is frequently employed when researchers are unable to randomly assign individuals to teams in particular conditions or command a task due to ethical and technological constraints. The population of this study consisted of undergraduate students who are currently registered in the English department a Jordanian University. The initial sample for the current research consisted of 100 students registered at Jordan University. The findings of the study yielded that the mean score of the control group was 7.34 and that of the experimental group was 8.21, however, these values still have significance as the value of (0.003) is lesser than the (p-value ≤ 0.05). Therefore, the null hypothesis is rejected, i.e., the experimental group students’ scores who got audiovisual aids were significantly different from the scores of the control group who got the conventional approach. Thus, the teaching of English language vocabulary significantly impacts the learning process of vocabulary compared to the conventional approaches. Furthermore, the ANOVA results demonstrate a significant difference in Jordanian learners' perceptions of audiovisual aids based on their level of education. The significant F-statistic (4.131) and the p-value (.000) indicate that the educational level has a meaningful impact on how learners view the effectiveness of these aids in learning English vocabulary. It is easier to understand what it is talked about when there are physical images of the words present. About the effect that visual aids have in the class as a pedagogical tool, it is possible to express that they help students to interact with each other, facilitate comprehension of vocabulary, help clarify concepts, and stimulate students to participate more actively in the different stages of the learning process and the different moments of the class development as well. Ortega, Ruiz & Hernandez (2016). This research recommends incorporating a variety of audiovisual aids into language learning provides a richer, more dynamic experience. It supports different aspects of language acquisition and helps create a more holistic learning environment. Declarations Ethics approval and consent to participate: This research involved human participants and was approved by the Jadara University Ethics Committee. All participants provided informed consent to participate in the study. The committee’s reference number is [23]. Consent for publication: Not applicable, as this manuscript does not contain any individual person’s data in any form. Availability of data and material: The data and materials generated during this study are available from the corresponding author on reasonable request. The data include anonymized responses from participants and the audiovisual materials used in the study. Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Competing interests: The authors declare that they have no competing interests. Authors' contributions: Dr. Zein Bani Younes conceived the study, designed and conducted the research, analyzed the data, and wrote the manuscript. All authors read and approved the final manuscript. Acknowledgements: In the world of academic endeavors, Jadara University, through grant number Jadara-SR-Full2023, has been our steadfast guiding light. This partnership goes beyond traditional financial support; it acts as a mystical force propelling our intellectual journey. Jadara University, our esteemed intellectual companion, transcends the typical role of grant providers. It transforms into the ethereal wind beneath our academic wings, lifting us to unprecedented heights. Much like a meticulous gardener nurturing a garden of ideas, this support acts as the fertile soil for our intellectual growth. This collaboration isn't just a transaction; it's a sophisticated dance of intellects, where curiosity and academia gracefully perform in harmony. Our deepest gratitude extends to Jadara University, not only for their financial assistance but as the celestial pole directing our pursuit of knowledge. Their presence isn't just a navigational aid; it embodies the essence of an intellectual journey marked by unparalleled uniqueness. References Alek, A., Nguyen, T. V., & Dollah, S. (2023). Assessing the Nexus of EFL Learners' Academic Self-Concept and Their Formal English Vocabulary Knowledge. International Journal of Language Education , 7 (2), 271–290. Alghmadi, K. A. (2024). Enhancing EFL Saudi university students' speaking proficiency through TED talks. Journal of Pedagogical Research , 8 (1), 159–171. Suwanasilp, D., & Durongbhandhu, N. (2023). 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The Empowering of Audio-Visual Media in Teaching Listening Skills at 7 Grade Students of SMP Muhammadiyah 5 Surakarta in the Academic Year of 2019/2020 (Undergraduate degree thesis). http://eprints.iain-surakarta.ac.id/170/ Shafira, R and Rosita,N. (2022). Students’ Perception on the Use of Audio-Visual Materials in Learning English at Senior High School. Journal of English Language Teaching, 11(3), 216–229. Jarosievitz, B. (2011). ICT, Multimedia used in the national and international educational projects. Informatika, 38, 22. Ashaver, D., & Igyuve, M. S. (2013). The use of audio-visual materials in teaching and learning process in College of Education Benue state, Nigeria. Journal of Research and Method of Education, 6(1), 44–55 DeBernardes, A., & Olsen, E. G. (1948). Audio-visual and community materials: Some recent publications. Education Leadership, 256–266. Keene, M. D. (2006). Viewing video and DVD in the EFL classroom. 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In the 21st century, technology is widely used in the field of language acquisition since it helps learners strengthen their language skills (Allam \u0026amp; Elyas, 2016). The application of electronic devices in the language teaching is thought to be beneficial since the new generation learns, practices, and interacts in different ways. Students understand how to use technology and apply it to their study. Learners in the twenty-first century are more used to visual learning. They Favor audiovisual learning over printed stuff. (Oddone, 2011).\u003c/p\u003e\n\u003cp\u003eNowadays, the utilization of videos in language instruction has grown significantly. According to Anderson (1998), Multimedia is defined is a series of electrical pictures that include an audio component and, subsequently, an image component created by a recording device and played by a video player. A particular impact of multimedia tools on academic performance can be that they may increase a student\u0026apos;s interest or motivation to learn.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Audiovisual aids can help with the transmission of messages and materials study and promote individual acceptance and comprehension for the content. Currently, illustrations such as photos and movies improve the person\u0026apos;s recollection of the material delivered. \u0026nbsp;Aids in audiovisual may increase cognitive and critical abilities as every person studying with multimedia can evaluate it Data or content presented separately. (Sudewi, et al 2023).\u0026nbsp;When it comes to vocabulary in English as a worldwide language, the number of words appears to be almost infinite. To master language, learners must put forth consistent effort and practice. Learners\u0026apos; capacity to grasp language is strongly dependent on their familiarity with the vocabulary employed, which allows them to comprehend the ideas presented. The importance for vocabulary in learning a language is endorsed by Folse (2004) He agrees, \u0026quot;You can get by without grammar, but not without vocabulary\u0026rdquo;. In the same vein, Wilkins (1972; as cited in Al Qhatani, 2015) emphasizes the importance of having the necessary vocabulary to convey one\u0026apos;s message, while producing grammatical sentences alone is insufficient. lacking grammar, less may be said; with no vocabulary, no idea will be understood. (M Al Zahrani., et al 2022)\u003cstrong\u003e.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Past research revealed that second-grade students required vocabulary talents. It was impacted by variety of elements, including Students\u0026apos; inability of English skills and vocabulary, and their dearth of experience utilizing English in ordinary contexts. To understand this challenge, researchers must apply a variety of training methods, particularly when teaching vocabulary. The audiovisual method is one possible strategy. As stated by Azhar Arsyad (2002), educators must choose and use audiovisual tools as a learning medium to help teachers Send notifications. or knowledge to students so that they grasp what is being taught. They were chosen based on known instructional aims, which frequently involve a combination of Partnership, usefulness, and mental health. Relying on the preceding remarks, investigators wish to do studies on audiovisual aids. in learning English language vocabulary skills among Jordan undergraduate students.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAccording to Bastos and Ramos (2009), teachers should create new learning environments that address the requirements and interests of the next generation. This will allow young people to participate in the classroom. The usage of traditional textbook-based activities may result in students\u0026apos; lack of enthusiasm and desire to learn a language, which leads to failure in the students\u0026apos; accomplishment in the target language (Bastos \u0026amp; Ramos, 2009). In Thailand, in specific, technology has become a major concern with a significant effect on education. Technology has been used at different stages of education for diverse goals. (Ministry of ICT, 2009).\u003c/p\u003e\n\u003ch3\u003eBackground of the Study\u003c/h3\u003e\n\u003cp\u003eThe advancement in computing has introduced new elements to the educational setting. It extends learning and teaching beyond the classroom and the traditional chalk-and-talk style. The application of audiovisual aids in education and learning has been around for decades. Audio-visual aids are objects that use both presentations to improve teaching and learning, particularly in terms of comprehension and retention (Ashaver \u0026amp; Igyuve, 2013). Before the advent of broadcast and television, early multimedia aids were in the form of paintings and images with voice narrations (DeBernardes \u0026amp; Olsen, 1948).\u003c/p\u003e \u003cp\u003eRadio and TV revolutionized when audiovisual devices were developed delivered by allowing Educational Materials to be transmitted to audiences in larger geographical locations. Its assistance in the form of radio transmission and tv. shows breached across geographical limits and, when combined with storing technologies, allowed instructional applications to be documented, kept, and repeated for educational purposes and training purposes. (DeBernardes \u0026amp; Olsen, 1948). Informative holders and videotapes can remain second-hand frequently to cover a certain subject. Nevertheless, the video quality of attractive tape recordings degrades completed period and with repeated reproduction. Sophisticated recording equipment allows for better maintaining the excellence of audiovisual films. (Keene, 2006).\u003c/p\u003e \u003cp\u003eProficiency in speaking is critical in the setting of audiovisual assistance. Educators are constantly looking for new ways to help EFL learners improve their language skills. One such field of investigation is the use of modern electronic assets such as audiovisual aids, to improve the communication skills among undergraduates. Audiovisual aids, known for their owners engaging informative and interesting presenters, provide realistic and diversified language input (Garc\u0026iacute;a-Pinar, 2019). These presentations cover a wide range of topics and offer varied thoughts in an understandable and entertaining custom, creating them an excellent tool for linguistic students looking to improve their conversational abilities. Several investigations (e.g., Choirunnisa, \u0026amp; Sari 2021; Hamza, 2019; Meihua 2021; Nursafira,2020; Salem, 2019) were undertaken to determine the effectiveness of audiovisual aids for enhancing speaking skills. They discovered that using video aids into EFL training allows educators to introduce kids to real-world language usage, realistic vocabulary, and the skill efficient communication in public. (Alghmadi, 2024).\u003c/p\u003e \u003cp\u003eThe literature extensively documents the significance of language knowledge, acquisition, and achievement (Abduh \u0026amp; Rosmaladewi, 2017; Skjelde \u0026amp; Coxhead, 2020; Wei, 2021). Yet, less is understood. regarding the characters or benefits of EFVK in improving the English as a second language participants' ability to teach and learn the English language. Understanding the students\u0026rsquo; words may speed the growth and improvement of their language skills, such as Reading, Hearing, Speaking, and Writing. (Hyland \u0026amp; Tse, 2007; Yousef, 2015).\u003c/p\u003e \u003cp\u003eCommand of the list of words has developed an important component of learning a second language, particularly English (Y. Li \u0026amp; Hafner, 2022; Shin, 2018; Skjelde \u0026amp; Coxhead, 2020. However, the capacity to main is an important component that was not properly investigated. Several researchers have language witnesses. (Man \u0026amp; Chi, 2010). A solid understanding of the typical phrase is going to be important in improving the skill to progress to an expert or upper level. (J. Li et al., 2017; Man \u0026amp; Chi, 2010; Uchihara \u0026amp; Harada, 2018; Wei, 2021). Therefore, understanding terminology, particularly basic English phrases, becomes an important feature for EFL learners pursuing a degree in language education. Knowing traditional English words can help and enhance English as a second language learners in writing and other language skills that will be mastered. (Gallagher et al., 2019).\u003c/p\u003e \u003cp\u003eSeveral researchers have conducted research in the field of vocabulary, notably throughout the field of linguistic learning, such as understanding vocabulary (Puimege \u0026amp; Peters, 2019; Zhang \u0026amp; Lu, 2015), retention of words (Gonz\u0026aacute;lez-Fern\u0026aacute;ndez, 2022; Makhoul \u0026amp; Sabah, 2019; Puimege \u0026amp; Peters, 2019; Skjelde \u0026amp; Coxhead, 2020; Uchihara \u0026amp; Harada, 2018; Zhang \u0026amp; Lu, 2015), vocabulary achievement (Buysse, 2011; Hyland \u0026amp; Tse, 2007; O'Connor et al., 2019), and the number of words. Other academics also investigated language facts and accomplishments in both small and advanced teaching settings (Makhoul \u0026amp; Sabah, 2019; Rivera Perez, 2019; Skjelde \u0026amp; Coxhead, 2020). These investigations mainly concentrated on broad vocabulary proficiency or understanding precisely a result, nobody has been bothered with official English vocabulary or terminology, an issue that has little foundation.\u003c/p\u003e \u003cp\u003eWords is considered majority basic component of each dialect, and it is vital for foreign undergraduates to learn to master the language. Language specialists and educators in foreign language learning claim that verbal expertise, referred to as \"vocabulary knowledge,\" offers a critical part in foreign language instruction since it is vital to have a strong capacity to acquire and remember words to enable the FL beginner to accomplish interpersonal ability. (Lewis, 2005; Nation, 2001; Schmitt, 2000).\u003c/p\u003e \u003cp\u003eVocabulary shapes the broadest range of any linguistic value, and the issue seems to remain the most difficult issue for furthermost pupils (Nation, 2001). Students with sufficient language knowledge can speak and interact with other people more openly and efficiently. The learner is compulsory to have a simple discussion requires a minimum of 3,000 words of FL/L2 terms (Schmitt \u0026amp; Schmitt, 2014), nearly all the 5,000-phrase groups to watch films (Webb \u0026amp; Rodgers, 2009), and the most prevalent 9,000-word categories to read meaningful literature such as newspapers and fiction. (Nation, 2006). Still, gaining words. and achieving a sufficient terms quantity has grown to an obstacle for pupils outstanding to numerous factors such as education difficulties, deficiency of memorizing strategies, low belief, and shortage of exposure to the subject's language (Suwanasilp et al., 2023).\u003c/p\u003e \u003cp\u003eSherman (2003) emphasizes that films expose people to a varied range of language used in everyday situations enriching. Their surroundings for learning and contextualizing their process of education. Audiovisuals are a tool for studying since it can deliver significant performance as an easy-to-apply material and effectively encourage youngsters to study English making it easier to recall the learned knowledge. However, middle school pupils struggle to study English as they need enthusiasm, beauty, desire., and concentration. They require audiovisuals as a learning medium to keep students engaged and provide a novel experience in the classroom when learning English. This research tries to find out students' opinions of using audio-visual aids in learning English language vocabulary among undergraduate students in Jorden. Since it is difficult for educators to identify successful vocabulary teaching approaches that are appropriate for the features and interests of students in the twenty-first century, audiovisual can be an efficient way to help students learn vocabulary knowledge. In contrast, it is remarkable that few empirical research have been conducted in Jordan using audiovisual media to improve English vocabulary knowledge. The current study intends to connect and examine the learners' viewpoints on using audiovisual aids in acquiring English language vocabulary (Bunmak, 2021).\u003c/p\u003e \u003cp\u003eThe results of this investigation will be valuable because it is worthwhile to research language teaching strategies. When using effective teaching strategies, teachers must consider the qualities, interests, and levels of proficiency of their students. This will increase their instruction and the students' linguistic proficiency (Larsen-Freeman \u0026amp; Anderson, 2011).\u003c/p\u003e \u003cp\u003eStatement of the Problem\u003c/p\u003e \u003cp\u003eAudiovisual aids play an important function in the global system of learning. In third-world nations, acceptance of new trends and technology in the sphere of schooling has decreased (Tareen et al, 2021). Despite Jordanian students studying English as a second language at schools and higher education institutions, many continue to find it difficult to learn. Of fact, studying a foreign language is generally a challenging progression because it requires an extended time to learn a language other than one's native tongue. A single cause people struggle with English is different ideas on how to learn the English language itself. With the numerous studies conducted in audiovisual learning strategies, there is limited study on how to enhance absorption and perceptions affect English classroom experiences in Jordan. Such effort is fundamental for the reason it might boost lecturers' awareness of the way adolescents handle English learning. Furthermore, educators' faith affects their learning behaviors, then their academic results. To gain more insight into such attitudes, colleges can help teenagers and experts\u0026rsquo; teenagers and professionals enhance the Jordanian language learning curriculum. Language acquisition and learning Attitudes have a significant impact on pupils' English learning development.\u003c/p\u003e \u003cp\u003eThere is no escaping the truth that most Jordanian pupils struggle to speak English in class. We observed through our personal experience in teaching English that most of the pupils attempt to prevent communicating in English in class willingly or requested to engage in replying to a certain inquiry, learners will use their native languages or remain silent as they are distressed about using the target language, therefore, the teacher in the Jordanian classroom context is the dominating figure, with the absence of the class interaction.\u003c/p\u003e \u003cp\u003eAll these observations do not go along with the fundamentals of the recently created techniques of teaching English, such as the idea that the position of the educator is an observer, not a domineering. Additionally, the target language should be used as the medium of instruction, and students should be encouraged to participate more in class. Missing such concepts created a significant gap in the learning process, which had a negative impact on the concert of the trainer and the understudies. This is a major issue that must be examined to be resolved.\u003c/p\u003e \u003cp\u003e \u003cb\u003eResearch Objectives\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo explore the learners\u0026rsquo; perspectives on using audiovisual aids in studying the English tongue. Vocabulary.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo determine the impact of audiovisual aids on learning English language vocabulary among undergraduate students in Jordan.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo examine whether there is a significant difference in learners\u0026rsquo; perception of audiovisual aids in learning English language vocabulary in terms of their level of education and exposure to audiovisual aids.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eResearch Questions\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the learners\u0026rsquo; perspectives on using audiovisual aids in learning English language vocabulary in Jorden?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat is the impact of audiovisual aids on learning English language vocabulary among undergraduate students in Jordan?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIs there any significant difference in learners\u0026rsquo; perception of audiovisual aids on learning English language vocabulary in terms of their level of education and exposure to audiovisual aids in Jordan?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e\n\u003ch3\u003eTheoretical Framework\u003c/h3\u003e\n\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eMultimedia theory for learning (MMLT)\u003c/h2\u003e \u003cp\u003eRichard Mayer developed the Multimedia Learning Model in 1997. It falls within the broad philosophy of cognitivism. According to Mayer (1997), multimedia learning theory is made up of three components that help students learn more successfully. The first is that information processing takes place across two channels, aural and visual; this is also defined as the multimedia concept. According to this. theory, pupils' photos, and texts may be more effective learning tools than words only. Another advantage point is that each channel has a maximum ability to process data. In another way, individuals can only digest certain amounts of information and try to interpret it by forming mental reconstructions from the evidence sources. The final component is that learning is a lively procedure that filters, chooses, arranges, and integrates statistics based on past facts.\u003c/p\u003e \u003cp\u003eAs Mayer (2002) illustrated, the procedure of transferring acquaintance between (audio and visual) can be accomplished once fresh data merges with existing knowledge. Consequently, while pupils are carefully digesting new data, they apply prior information to aid the method. For instance, several visitors on a tour in London could gain more from having a tour leader describe the things they see surrounding them. In other words, digital media does not always refer to technology; rather, it can be described as anything that uses two channels.\u003c/p\u003e \u003cp\u003eMultimedia learning theory (MMLT) remains relevant and expanding in educational practice, as evidenced by several studies on its impact on student accomplishment. Research indicates that multimedia learning tools positively affect student learning performance. Ercan (2014) found that multimedia has a significant influence in improving pupil achievement. The study analyzed the impact of multimodal studying materials on 5th-grade pupils' academic achievement and mindsets about science classes. Respondents were separated into two categories control and test and tested on \"Food and Healthy Nutrition\". The results revealed there was a substantial difference in accomplishment after the test between the two sets. The experimentation team obtained a score more than the one in the control group. The data support Mayer's (2002) claim that multimedia learning improves student learning outcomes.\u003c/p\u003e \u003cp\u003eMcTigue (2009) carried out additional research that demonstrated the importance of MMLT. Her investigation aimed to analyze the effect of multimedia presentations on the reading ability of learners. Learners in the group that experiments read a science writing that includes an image or diagram, whereas the control group read only text. The study found that pupils gained more from reading with diagrams or drawings. The discoveries highlight fears about the claim of multimedia in classroom repetition the lack of multimedia use stands primary issue that teachers need to resolve in school settings. Trainers should offer lessons in more attractive conduct, such as engaging more media, to improve pupils' learning experiences.\u003c/p\u003e \u003cp\u003eFurthermore, Chang et al. (2010) executed an analysis with audiovisual aid elements. They investigated the impact of employing multimedia on seventh-grade pupils' learning achievement in science class. The scientists conducted fundamental science tests on three separate clusters of volunteers. The results exposed that undergraduate in the experimental group, who were taught using multimedia resources, performed better on the test. In other words, the data showed that pupils imparted using multimedia learned more well than groups educated using traditional methods.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eTheory of Vocabulary\u003c/h3\u003e\n\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eSocial Constructivism and Sociocultural Theories\u003c/h2\u003e \u003cp\u003eBoth social theories make the primary assumption. Information is built through connection with others during social activities (Unrau et al., 2018). Individuals with greater knowledge are supposed to assist people in learning and assimilating the social setting and its contextual aspects (for example, Heritage and Language), that is how truth is constructed. The theory is recognized for its viewpoints, especially the Vygotsky, L. (2011). The term \"ZPD\" relates to the area where learning has to be assisted by peers or more experienced people. It is the boundary between what students can and cannot do. With scaffolding, students can quickly become proficient with psychological techniques (e.g., language), and enable students to use their more complex methods of thought Bruner and associates propose planned and promoted improvement abilities (Wood et al., 1976). Students begin these relationships dependent on adults, which gradually declines as acquired is established.\u003c/p\u003e \u003cp\u003eAccording to views, everyone actively participates in the process of producing meaning. Adams (2006), training is viewed as a social discourse in built through participation. assignments in which students collaborate to define words and take part in collaborative conversations with new vocabulary. Dongyu et al., (2013) are founded on social constructivism and sociocultural theory (Donato, 1994 \u0026amp; Swain et al., 1998).\u003c/p\u003e \u003c/div\u003e"},{"header":"Literature Review","content":"\u003cp\u003eSeveral research has supported the use of audiovisual aids in education (Jarosievitz, 2011; Zheng, Warschauer, Lin, \u0026amp; Chang, 2016; De Sousa, Richter, \u0026amp; Nel, 2017) as helpful tools to aid in the illustration of procedures and to convey complex ideas and concepts excitingly and interactively. Shah and Khan (2015) noted that graphics and data displayed on screens generated a unique learning experience from printed material, which was beneficial to the growth of intellectual curiosity. Gilakjani (2012) supported the use of audiovisual to improve aided distinguishing between primary tackling skills.\u003c/p\u003e \u003cp\u003eA blended learning mode that includes conversations motivates learners to read and watch visual learning resources (Jarosievitz, 2015). Indicated this approach, Malik and Agarwal (2012) domain, allowing investigation participants audiovisual use in a variety of situations with good outcomes. Lee and Keckley (2006) discovered that learners who were taught driving lessons using multimedia education performed better. De Sousa and Van Eeden (2009) advocated for audiovisual elements in classrooms to promote comprehension have been advantageous since portrayed. Ekinci, Karakoc, Hut, \u0026amp; Avci (2009) also supported such as among teachers (De Sousa et al., 2017).\u003c/p\u003e \u003cp\u003eVocabulary is a key part of a foreign language because it is necessary to establish articulation using abilities (Carpenter \u0026amp; Olson, 2012). Horst and Meara (1999) defined as the ability to previously taught such as a vocabulary term or definition. Conversely, receptive instantly (Ringbom, 1998). An outcome, learning begins and progresses extensively (Arrogante, 2021). The elements required to acquire (Mubarok et al., 2017). Acquisition is vital for learning how to speak, write, read, and listen. If a person's vocabulary is limited, they will be unable to adequately communicate and convey their feelings, either orally or in writing. If the vocabulary is limited, comprehension of other talents, such as listening and reading, will not be achieved (Hiebert \u0026amp; Kamil, 2005). Respect and comprehension get difficult when there is a lack of language expertise to interpret the meanings of foreign terms. Aside from articulating their ideas to develop language (Susanto, 2021).\u003c/p\u003e \u003cp\u003eCameron (2001) stated that the necessary acquisition is a component competency that enhances abilities. Since 2005, primary schools have taught (aljohani, 2016). Nevertheless, starting with the academic year made available in proficiency, low success. learning commonly regarded as broad and complex (Kim, et al., 2018). Wilkins (quoted in Thornbury, 2002) stated, \"Without grammar, very little can be conveyed, but without vocabulary, nothing can be communicated\". A limited impedes languages a sufficient vocabulary, and complete comprehension prevents thoughts and ambitions (Katemba, 2022).\u003c/p\u003e \u003cp\u003eThe issue of understanding the attempted use of gadgets to divert Learners' Concentration and increase their curiosity for learning English language (Clark, 2013). Research indicates that, when compared to traditional classrooms, technology-heavy classrooms have demonstrated student involvement in the learning process, motivation, inspiration, independence, and a strong desire to learn. These findings suggest a strong relationship between online instruction and student success (Alharbi, 2019; Davidson et al., 2018, Flavin, 2016; Johnson, et al., 2016; Katemba, 2019; Katemba, 2021; Muftah, 2022; \u0026amp; Muftah, 2023a). Several previous research have been undertaken.\u003c/p\u003e \u003cp\u003efilm was utilized to teach Engineering Drawing to students at a Malaysian Vocational College, and the aids had a considerable potential to improve student perception and hence learning quality. Haque and Talukder (2017) after investigating usage, it was discovered that PPT slide shows were more popular than overhead projects as well as high research is primarily with few proving the efficiency of audiovisual. Furthermore, the utilization of audiovisuals appeared to gain more than those in teaching science (Khan, Shah, Farid, \u0026amp; Shah, 2016).\u003c/p\u003e \u003cp\u003eArndt and Woore (2018) examined the effect of audiovisual aids on learning English vocabulary. The researchers contrasted video blogs and written blog postings as two distinct types of online media. This study covered several areas of vocabulary knowledge, including orthography, semantics, and grammatical function. The researchers studied which vocabulary teaching technique (reading blog posts or viewing video blogs) improves vocabulary acquisition. The researchers used two levels (YouTube videos and reading blog entries) as independent variables. The study's only dependent variable was vocabulary acquisition. This study made use of actual videos, YouTube videos, and scripts written by researchers. These videos and scripts have the same linguistic content but are presented in two different ways. A total of 84 persons were selected and divided into two experimental groups. The study's findings revealed that both groups learned language through inadvertent means. The authors reported that reading blog articles and watching YouTube videos were two effective vocabulary teaching approaches. The study's findings also demonstrated that either therapy (whether reading or viewing online) can contribute to various parts of the learner's vocabulary knowledge. For example, reading blog posts increased learners' orthographic knowledge, whereas viewing videos resulted in greater remembering of the target words' grammatical structure and better recognition and recall of their meanings.\u003c/p\u003e \u003cp\u003eWhile most research have looked at the impacts of watching brief video snippets on vocabulary acquisition, Peters and Webb (2018, p. 557) studied the influence of watching TV programs on EFL learners' development. The researchers discovered four separate characteristics, counting \"frequency of occurrence, relevance cognateness, and prior vocabulary knowledge\". The authors conducted separate trials, each with its own experimental and control groups. This study included 125 participants who saw a genuine full-length TV broadcast about a Business English course. Word learning was the study's only dependent variable. The vocabulary learning approach was the sole independent variable. The study included four covariates: frequency of occurrence, cognateness, relevance, and learners' prior vocabulary knowledge.\u003c/p\u003e \u003cp\u003eAccording to writers, TV program can outcome in related vocabulary learning \"at the level of meaning recall and recognition.\" The authors of the research carried out two experiments. The experiment seeing a program affected the participants' form recognition and meaning recall, while the second experiment program affected the participants' meaning recognition. The student's prior knowledge, word frequency of occurrence, and cognates are three important variables for accidental vocabulary acquisition.\u003c/p\u003e \u003cp\u003eNegara (2017) investigated the use of audiovisual media to teach English to non-English majors. The goal of her study was to increase students' learning outcomes with audiovisual media when teaching English to non-English majors. The study involved two rounds of classroom action research. His research focuses on fourth-semester STIE Indonesia Pontianak undergraduates from the 2016\u0026ndash;2017 academic year. His work employs data analysis methodologies based on observation and student learning results. The findings found that lecturer activity in cycle I reached 66.67%, while cycle II reached 83.33%, representing a 16.66% increase. Similarly, students' involvement in cycle I reached 73.33 percent, while cycle II reached 90%, representing a 16.67 percent increase. The use of audiovisual media in teaching English to non-English majors results in increased activity from teachers, tasks, and student learning results.\u003c/p\u003e \u003cp\u003eSetyawan (2020) investigated the use of audiovisual media to empower the teaching capacity to hear to pupils in the seventh grade at SMP Muhammadiyah 5 Surakarta, as well as difficulties encountered by teachers when using audiovisual to teach English. Obtained data through interviews and a questionnaire. The findings demonstrated educators succeeded to employ audio-visual to enhance teaching attending students very well. They confront hurdles make acceptable learners.\u003c/p\u003e \u003cp\u003eKirana (2016) investigated the use of audiovisual aids to increase listening. Her research was to determine whether might increase skills of grade VIII ESL students more than the traditional method of teaching g. The study used an experimental design the results indicated pupils in the experimental group had considerably higher average than the control group (62). The t-test results revealed that the listening abilities of the pupils in the two groups differed substantially. It can be stated that learners taught using the audio-visual Method performed better in listening comprehension than students taught using the traditional listening understanding technique.\u003c/p\u003e"},{"header":"Research Methodology","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.1 RESEARCH DESIGN\u003c/h2\u003e \u003cp\u003eCreswell (2014) describes the study approach as types that provide necessary advice for methods or procedures in mixed, quantitative, and qualitative studies. In a scientific technique, research design creates the framework for the investigation. It will structure the research in such a way that it indicates how the investigation will take place and respond to the research questions. It will describe the essential data, the methodology to be used, and how these methods will be applied to answer the research objectives. Because randomization was not an option, this research used a quasi-experimental pre- and post-test design with two groups (experimental and control).\u003c/p\u003e \u003cp\u003eThe prefix essentially means \"like.\" As a result, the term quasi-experimental study refers to studies that seem to be experimental but are not. Even when the independent variable changes, participants are not assigned to conditions at random (Cook \u0026amp; Campbell, 1979). A pretest-posttest design involves measuring the dependent variable twice and following the administration of the treatment. This inquiry used the strategy, which is like a within-subjects experiment in which each participant is tested first under the control condition and subsequently under the treatment condition. It varies from a within-subject experiment in that the order of treatments is not reversed, as evaluating a person first and then placing them in an untreated control condition is not usually feasible. If the average post-test score is greater than the median pre-test score, it is reasonable to draw the conclusion that the treatment was successful.\u003c/p\u003e \u003cp\u003eA quasi-experimental design is frequently employed when researchers are unable to randomly assign individuals to teams in particular conditions or command a task due to ethical and technological constraints. It is inappropriate to remove an instructional method from one group and then deliberately do the opposite to another team. Can thus describe trying when meeting all the demands of a true experiment is challenging or impossible. However, there is still an initiative to segregate the therapy so that inferences about the treatment or intervention may be made more accurately. Typically, a study with a quasi-experimental design attempts to answer questions like, \"Does a treatment or procedure have an impact?\" \"What is the relationship between program interventions and results (Dimsdale\u0026amp; Kutner, 2004).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003e3.2 POPULATION AND SAMPLE\u003c/h3\u003e\n\u003cp\u003eThe sample is the primary group of people studied by the researcher in any empirical investigation (D\u0026ouml;rnyei, 2007). The initial sample for the current research consisted of 100 students registered in Jordan University. Students take an intense course and other disciplines to prepare them for additional study at university. They started learning English in year one of the intermediate period and had been studying it for six years before enrolling at university. The registrar separated them into two divisions at random using chance draws, and the researcher obtained a population list from the registrar.\u003c/p\u003e\n\u003ch3\u003e3.3 Sampling Technique\u003c/h3\u003e\n\u003cp\u003eBoth groups chosen research were assigned to be taught by ELC teachers (the English Language Center at Jordan University) during the second semester of the academic year 2018/19. The ELC assigned them random instructors, and each teacher was required to teach two sections/classes over a whole term. The research's sample included students enrolled in Jordan University's Preparatory Year Program. The two groups were chosen as the experimental group, further as the control group. The experimental group was taught the embattled vocabulary using an audiovisual approach, whereas the control group was taught strategy. Three tests were administered to each of the two groups before and after testing. Created and written by the researcher, but administered and proctored by two additional ELC teachers.\u003c/p\u003e \u003cp\u003eThe analyst used convenience sampling (also known as Accidental or Haphazard Sampling). It is a type of non-random or non-probability sampling in which participants from the target group must meet specified practical requirements such as geographical proximity, convenience of access, accessibility at a specific time, or an opportunity to interact. It can also be utilized to investigate population accessible known as \"accidental samples,\" are those that are involved in the sample solely because they are administratively or physically convenient where the researcher is collecting the information is easily available. The goal of this strategy is to elicit knowledge from individuals who are easily available to the researcher. Furthermore, the primary assumption behind suitability sampling is that the target population members are homogeneous.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.5 RESEARCH INSTRUMENT\u003c/h2\u003e \u003cp\u003eConsidering the study's usefulness of audiovisual aids in teaching English language vocabulary, each of these exams had two primary sections: vocabulary accuracy and learning ability. The rationale for this was that the study's goal was not only to investigate the effects of audiovisual aids on students' learning of English language vocabulary by being exposed to two different approaches, audiovisual and traditional, but also to investigate the learners' ability to transfer their vocabulary into reflecting on their own work and using appropriate communicative interactions.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e3.6 VALIDITY AND RELIABILITY\u003c/h2\u003e \u003cp\u003ePretest and posttest questions are based on the following books: \"English Vocabulary in Use\" by Murphy (2004) and \"Interactions Access, Focus on Grammar\" by Broukal, (2007). The early versions of the queries presented composed of TEFL professionals and professors from Saudi universities, as well as some instructors from Jordan University's English Language Center. They were chosen to assess the selected questions and are better familiar with the students' levels and books. More precisely, the goal was to assess the validity of tests by considering their appropriateness for English second language, pre-intermediate level students in the Preparatory Year program, the clarity of test items, and whether they were easily understandable. The jury gave various recommendations and ideas, which resulted in some adjustments to the test plan and some components being altered, and eliminated from the final versions.\u003c/p\u003e \u003cp\u003eThere are significant variations between conventional validities considered as different constructs: criteria validity, construct validity, content validity, and the current idea of validity considered as a whole. To demonstrate criterion-related validity, test scores must be consistently connected to more outcome criteria. Content-related validity evidence relates to how well test questions reflect the skills in a certain subject area. The extent to which the test analyzes the \"correct\" psychological constructs is known as construct-related validity evidence. Among these psychological characteristics are intelligence, self-esteem, and creativity. Messick (1989, 1994, 1996) asserts traditional concept of insufficient, in part because it misses evidence of the relevance of score meaning as a basis for action, as well as the social consequences of score use. In his present approach, validity is considered as a single concept, with an importance on how a test is used.\u003c/p\u003e \u003cp\u003eReliability relates to measurement consistency, and a test is regarded as trustworthy if the same result is obtained again with no confounding factors present during the intervening time interval. To examine the reliability of the tests, the researcher administered the three exams to a group of 15 students who were not included in the main study. A test-retest reliability was applied. The same tests were administered to the same sample twice, first during the first week of the second term and again two weeks later.\u003c/p\u003e \u003c/div\u003e "},{"header":"Results and Findings of the Study","content":"\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003cp\u003eThe investigation was determining how helpful audiovisual aids are for acquiring English language vocabulary in an EFL setting. Furthermore, it compares the Focus on the Audiovisual Aids approach to the traditional approach to teaching vocabulary and attempts to determine effectiveness in improving the speaking of Jordanian undergraduates in the Year One, Two, and Three Programs at Jordan University. To achieve the study's primary purpose, the sample from both the research presents a statistical analysis of the data, as well as findings and interpretations. Results will be given in accordance with the findings. (SPSS) was utilized for the analysis. results of the study. Referring to research question 1, the research used a descriptive statistic approach focusing on the means and the standard deviation including the means ranking. The table below portrays the findings on the learners\u0026rsquo; perspectives on using audiovisual aids in learning English language vocabulary in Jordan\u003c/p\u003e\u003cp\u003e\u003cimg 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\" height=\"344\" width=\"581\"\u003e\u003c/p\u003e\u003cp\u003eBased on Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e above, the majority of the participants concluded that audio-visual aids facilitate their learning of English language vocabulary. This is shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e where items number 4 with the mean score (x̄ = 4.440) and the standard deviation (.4356). This is followed by the respondents to item number 1, who buttressed that audio-visual aids motivated them to learn more vocabulary as depicted in the means score of (x̄ = 4.332) and the standard deviation (.7012). In addition, the mean score (x̄ = 4.321) and the standard deviation (.4356) of item number 3 followed the previous raking; the participants agreed that audio-visual aids assisted in remembering the content taught longer. Logically, there was little difference between the respondents to items number 2 and 6 with the mean score (x̄ = 3.455, 3.430) and the standard deviation (.5134, .4353) respectively where the participants emphasized that audio-visual aids increase their interest and motivation in learning vocabulary. However, The Last item number 5 had the lowest means score where the respondents opined that audio-visual aids facilitate my understanding of the lessons delivered by their teacher. Thus, it can be concluded that using audio visual aids is perceived to be useful in learning vocabulary among the university students in Jordan. The result of this can be visualised in the Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below on the learners\u0026rsquo; perspectives on using audiovisual aids in learning English language vocabulary in Jordan\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eIn answering research question 2, which sought to understand the effect of audiovisual aids on learning English language vocabulary between undergraduates in Jordan. To answer this research, question the result of the pre-test and post-test of the respondents was compared through the analysis of an Independent Sample t-test. The research applied the audio-visual aids with the experimental group while the control group was taught using a conventional approach. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e below presents the finding of the comparison between the two groups.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eT-test Results of the Post-Testing of the comparison/control and the experimental groups for the Audio-visual aids vs. conventional approach.\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber of students\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003cp\u003eScore\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStandard deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTabular\u003c/p\u003e \u003cp\u003et-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eP-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eControl\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExperimental\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.89\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003e* Insignificant (P\u0026thinsp;\u003cb\u003e\u0026gt;\u003c/b\u003e\u0026thinsp;.05)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe data in Table\u0026nbsp;(2) clearly show there is a statistically significant difference between the mean scores of the control and experimental groups of pupils in the immediate post-testing of their learning English language vocabulary. The mean score of the control group was 7.34 and that of the experimental group was 8.21, however these values still have significance as the value of (0.003) is lesser than the (p-value\u0026thinsp;\u0026le;\u0026thinsp;0.05). Therefore, the null hypothesis is rejected, i.e., the experimental group students\u0026rsquo; scores who got audiovisual aids were significantly different from the scores of the control group who got conventional approach. Thus, teaching of English Language vocabulary significantly contribute the learning process compared to the conventional approaches. The findings are visualized as shown in the figure below: \u003c/p\u003e \u003cp\u003eIn research question 3, the researcher sought to understand whether there is any significant difference in learners\u0026rsquo; perception of audiovisual aids in learning English language vocabulary in terms of their level of education and exposure to audiovisual aids in Jordan. Hence in answering this question, the research adopted the use of ANOVA variances to understand the differences in the students\u0026rsquo; perceptions. The table below shows the findings of the ANOVA analysis of variance in determining the Jordanian learners\u0026rsquo; perception of audiovisual aids in learning English language vocabulary in terms of their level of education (Year 1, Year 2, and Year 3). Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e below indicates the findings:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAnova Co variance analysis of the differences in the student's level of education\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSource of Variation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSum of Squares\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDegrees of Freedom (Df)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean Square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSignificance (Sig.)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBetween Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e34.633\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.283\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.131\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWithin Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e89.323\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.310\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e90.956\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe table above shows the result of the \"Between Groups\" sum of squares (34.633) quantifies the variability in learners' perceptions attributable to differences in educational level (Year 1, Year 2, and Year 3). With 27 degrees of freedom, the mean square between groups is computed as 1.283. The F-statistic of 4.131 is derived by dividing the mean square between groups by the mean square within groups. The resulting p-value of .000 indicates a statistically significant effect of educational level on perceptions, as it is well below the common alpha level of 0.05. This result suggests that there are significant differences in how learners in different years perceive the effectiveness of audiovisual aids.\u003c/p\u003e \u003cp\u003eThe ANOVA results demonstrate a significant difference in Jordanian learners' perceptions of audiovisual aids based on their level of education. The significant F-statistic (4.131) and the p-value (.000) indicate that the educational level has a meaningful impact on how learners view the effectiveness of these aids in learning English vocabulary. Thus, given the significant differences identified, it is essential to conduct post-hoc analyses to determine which specific educational levels differ from one another. This will provide deeper insights into how perceptions vary across different years of study. Additionally, understanding the nature of these differences can guide educators in tailoring audiovisual aids to better meet the needs of learners at different stages in their education. Future research could explore the underlying factors contributing to these differences and investigate potential ways to enhance the effectiveness of audiovisual aids for all learners.\u003c/p\u003e \u003cp\u003eFurthermore, the researcher examined if there is a significant difference in learners\u0026rsquo; perception of audiovisual aids in learning English language vocabulary in terms of their exposure to audiovisual aids in Jordan. Hence in answering this question, the research adopted the use of ANOVA variances to understand the differences in the students\u0026rsquo; perceptions. The table below shows the findings of the ANOVA analysis of variance in determining the Jordanian learners\u0026rsquo; perception of audiovisual aids on learning English language vocabulary in terms of their exposure to audiovisual aids in Jordan (High Exposure, Medium Exposure and Low exposure). Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e below indicates the findings:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSource of Variation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSum of Squares\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDegrees of Freedom (Df)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean Square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSignificance (Sig.)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBetween Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e35.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.102\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.131\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.021\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWithin Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e87.323\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.550\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e90.956\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe sum of squares between groups (35.33) measures the variability in learners' perceptions attributed to the differences in exposure levels to audiovisual aids (High, Medium, and Low). With 27 degrees of freedom, the mean square between groups is calculated as 3.102. The F-statistic of 4.131 is obtained by dividing this mean square by the mean square within groups. The significance level (p-value) is .021, which is well below the threshold of alpha level of 0.05, indicating that the differences in perceptions across the different levels of exposure are statistically significant. This suggests that the amount of exposure to audiovisual aids has a meaningful impact on learners\u0026rsquo; perceptions. The ANOVA results indicate that there are significant differences in Jordanian learners\u0026rsquo; perceptions of audiovisual aids based on their exposure levels (High, Medium, and Low). The significant F-statistic (4.131) and p-value (.000) suggest that variations in exposure to audiovisual aids have a statistically significant effect on learners' perceptions.\u003c/p\u003e \u003cp\u003eLastly, this study attempted to answer three research issues. The data from the first question about learners\u0026rsquo; perspectives on using audiovisual aids in learning English language vocabulary in Jordan in the current study hold the highest mean rank in motivating them to learn more vocabulary (x̄ = 4.440) and the lowest mean rank in Audio-visual aids facilitate my understanding of the lessons delivered by my teacher (3.430). They tended to have favorable attitudes about their English language aptitude, therefore they assumed they had a high level of aptitude. Even though the students were unsure about language difficulty, it appears that they are extremely driven and self-confident in studying the English language, as they are aware of the importance of the English language in Jordan.\u003c/p\u003e \u003cp\u003eIt was also discovered that responders to the study have good attitudes about how to grasp the English language. They strongly agree on the necessity of guessing in language, repeating and practicing, and employing audiovisual elements. The second research question sought to understand the impact of audiovisual aids on learning English language vocabulary among undergraduate students in Jordan. To answer this research, a result of the pre-test and post-test of the respondents was compared through the analysis of the Independent Sample t-test. The research applied the audio-visual aids with the experimental group while the control group was taught using a conventional approach. The study shows that there is a statistically significant difference between the mean scores of the control and experimental groups of students in the immediate post-testing of their learning English language vocabulary. The mean score of the control group was 7.34 and that of the experimental group was 8.21, however these values still have significance as the value of (0.003) is lesser than the (p-value\u0026thinsp;\u0026le;\u0026thinsp;0.05). Therefore, the null hypothesis is rejected, i.e., the experimental group students\u0026rsquo; scores who got audiovisual aids were significantly different from the scores of the control group who got the conventional approach. However, in research question number 3, the researcher sought to determine whether there is a significant difference in learners' perceptions of audiovisual aids for learning English language vocabulary based on their level of education and experience with audiovisual aids in Jordan.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eAudiovisual aids are an excellent didactic tool to promote not just grammar comprehension but also to develop others' skills in the target language. Therefore, it is recommended to use visual resources to get better results in the classroom. These visual resources somehow encourage students to participate and pay more attention when they are learning new vocabulary. At the same time, they allow the class to be more attentive and improve the quality of the interactions between one another. Consequently, students assume new learning environments and understand grammatical structure effortlessly. Ortega, Ruiz \u0026amp; Hernandez (2016). Audiovisual aids, such as videos and images, provide contextual clues that help learners infer the meaning of new vocabulary and grammar structures. For instance, a video showing a restaurant scene can help students understand food-related vocabulary and phrases in a real-life context. This study aimed to investigate the impact of using audiovisual aids in learning English language vocabulary among undergraduate students in Jordan. The researcher used a quasi-experimental approach to answer the research questions. A quasi-experimental design is frequently employed when researchers are unable to randomly assign individuals to teams in particular conditions or command a task due to ethical and technological constraints. The population of this study consisted of undergraduate students who are currently registered in the English department a Jordanian University. The initial sample for the current research consisted of 100 students registered at Jordan University. The findings of the study yielded that the mean score of the control group was 7.34 and that of the experimental group was 8.21, however, these values still have significance as the value of (0.003) is lesser than the (p-value\u0026thinsp;\u0026le;\u0026thinsp;0.05). Therefore, the null hypothesis is rejected, i.e., the experimental group students\u0026rsquo; scores who got audiovisual aids were significantly different from the scores of the control group who got the conventional approach. Thus, the teaching of English language vocabulary significantly impacts the learning process of vocabulary compared to the conventional approaches. Furthermore, the ANOVA results demonstrate a significant difference in Jordanian learners' perceptions of audiovisual aids based on their level of education. The significant F-statistic (4.131) and the p-value (.000) indicate that the educational level has a meaningful impact on how learners view the effectiveness of these aids in learning English vocabulary. It is easier to understand what it is talked about when there are physical images of the words present. About the effect that visual aids have in the class as a pedagogical tool, it is possible to express that they help students to interact with each other, facilitate comprehension of vocabulary, help clarify concepts, and stimulate students to participate more actively in the different stages of the learning process and the different moments of the class development as well. Ortega, Ruiz \u0026amp; Hernandez (2016). This research recommends incorporating a variety of audiovisual aids into language learning provides a richer, more dynamic experience. It supports different aspects of language acquisition and helps create a more holistic learning environment.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics approval and consent to participate: \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis research involved human participants and was approved by the Jadara University Ethics Committee. All participants provided informed consent to participate in the study. The committee\u0026rsquo;s reference number is [23].\u003c/p\u003e\n\u003cp\u003eConsent for publication: \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eNot applicable, as this manuscript does not contain any individual person\u0026rsquo;s data in any form.\u003c/p\u003e\n\u003cp\u003eAvailability of data and material: \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe data and materials generated during this study are available from the corresponding author on reasonable request. The data include anonymized responses from participants and the audiovisual materials used in the study.\u003c/p\u003e\n\u003cp\u003eFunding: \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003eCompeting interests: \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003eAuthors\u0026apos; contributions: \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDr. Zein Bani Younes conceived the study, designed and conducted the research, analyzed the data, and wrote the manuscript. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003eAcknowledgements: \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn the world of academic endeavors, Jadara University, through grant number Jadara-SR-Full2023, has been our steadfast guiding light. This partnership goes beyond traditional financial support; it acts as a mystical force propelling our intellectual journey. Jadara University, our esteemed intellectual companion, transcends the typical role of grant providers. It transforms into the ethereal wind beneath our academic wings, lifting us to unprecedented heights. Much like a meticulous gardener nurturing a garden of ideas, this support acts as the fertile soil for our intellectual growth.\u003c/p\u003e\n\u003cp\u003eThis collaboration isn\u0026apos;t just a transaction; it\u0026apos;s a sophisticated dance of intellects, where curiosity and academia gracefully perform in harmony. Our deepest gratitude extends to Jadara University, not only for their financial assistance but as the celestial pole directing our pursuit of knowledge. Their presence isn\u0026apos;t just a navigational aid; it embodies the essence of an intellectual journey marked by unparalleled uniqueness.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAlek, A., Nguyen, T. V., \u0026amp; Dollah, S. (2023). Assessing the Nexus of EFL Learners' Academic Self-Concept and Their Formal English Vocabulary Knowledge. \u003cem\u003eInternational Journal of Language Education\u003c/em\u003e, \u003cem\u003e7\u003c/em\u003e(2), 271\u0026ndash;290.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlghmadi, K. A. (2024). Enhancing EFL Saudi university students' speaking proficiency through TED talks. \u003cem\u003eJournal of Pedagogical Research\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e(1), 159\u0026ndash;171.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSuwanasilp, D., \u0026amp; Durongbhandhu, N. (2023). English Vocabulary with a Picture Application for Enhancing Thai EFL Students' Daily English Vocabulary Memorization. \u003cem\u003eREFLections\u003c/em\u003e, \u003cem\u003e30\u003c/em\u003e(3), 712\u0026ndash;734.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBunmak, N. (2021). University Students' Multimedia Use in Learning English Vocabulary: A Case Study of University Students in Chiang Mai, Thailand. \u003cem\u003eThaitesol Journal\u003c/em\u003e, \u003cem\u003e34\u003c/em\u003e(2), 45\u0026ndash;66.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlghmadi, K. A. (2024). Enhancing EFL Saudi university students' speaking proficiency through TED talks. \u003cem\u003eJournal of Pedagogical Research\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e(1), 159\u0026ndash;171.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMayer, R. E. (2002). 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Use of multimedia as a new educational technology tool: A study. International Journal of Information and Education Technology, 2(5), 468\u0026ndash;471. https://doi.org/10.7763/IJIET.2012.V2.181\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Audiovisual, English Language Vocabulary, Jordanian Undergraduate Students","lastPublishedDoi":"10.21203/rs.3.rs-5333636/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5333636/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"Audiovisual aids such as videos provide contextual clues that help learners infer the meaning of new vocabulary and grammar structures. For instance, a video showing a restaurant scene can help students understand food-related vocabulary and phrases in a real-life context. This study aimed to investigate the impact of using audiovisual aids in learning English Language vocabulary among the undergraduate students in Jordan. The researcher used a quasi-experimental approach to answer the research questions. Quasi-experimental design is frequently employed when researchers are unable to randomly assign individuals to teams in particular conditions or command a task due to ethical and technological constraints. The population consisted of the undergraduate students who are currently registered in the English department in Jordanian Universities. The initial sample consisted of 100 students registered in Jordan Universities. The findings yielded that mean score of the control group was 7.34 and that of the experimental group was 8.21, however these values still have significance as the value of (0.003) is lesser than the (p-value ≤ 0.05). Therefore, the null hypothesis is rejected, i.e., the experimental group students’ scores who got audiovisual aids were significantly different from the scores of the control group who got conventional approach. Thus, teaching of English Language vocabulary significantly impact the learning process of vocabulary compared to the conventional approaches. Furthermore, the ANOVA results demonstrate a significant difference in Jordanian learners' perceptions of audiovisual aids based on their level of education. The significant F-statistic (4.131) and the p-value (.000) indicate that the educational level has a meaningful impact on how learners view the effectiveness of these aids in learning English vocabulary. This research recommends incorporating a variety of audiovisual aids into language learning provides a richer, more dynamic experience. It supports different aspects of language acquisition and helps create a more holistic learning environment","manuscriptTitle":"Investigating the Impact of Audiovisual Aids on Learning English Language Vocabulary Among Undergraduate Students in Jordan","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-11 11:47:50","doi":"10.21203/rs.3.rs-5333636/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"554caf9d-afb5-4441-b343-0682870172d1","owner":[],"postedDate":"November 11th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-12-18T04:53:29+00:00","versionOfRecord":[],"versionCreatedAt":"2024-11-11 11:47:50","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5333636","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5333636","identity":"rs-5333636","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}