STUDENTS' EXPERIENCES WITH AUDIO VISUAL MEDIA IN LEARNING ENGLISH VOCABULARY

This study investigates students’ experiences with audiovisual media in English vocabulary learning. For this purpose, qualitative data were collected by interviewing ten learners who consistently accessed videos and animations for English learning. The findings indicate that audiovisual materials enhance students’ motivation, engagement, and retention of newly learned vocabulary because of contextual, interactive, and enjoyable learning experiences. Students reported easier understanding of the meanings of words, drawing connections to real-life situations through visuals and audio as well as better pronunciation during the lessons. Although some students reported insufficient facilities and lack of adequate teaching support following media use as challenges to their learning, they still showed great interest in learning how to use audiovisual media in learning English vocabulary more effectively. In spite of this lack of resources, students overwhelmingly preferred these techniques when compared to textbook-based learning which they considered boring and ineffective. These findings emphasize the effectiveness of audiovisual materials regarding dynamic interventions in vocabulary learning and suggest that technical and pedagogical concerns need to be addressed to maximize the advantages associated with the use of audiovisual materials in language teaching