Résumé:
Vocabulary knowledge is a key component for language mastery (Harmer, 2002); however, it is deemed a problematic area for many language learners. In response to this, Second Language Acquisition (SLA) research has advocated the use of technological based instructions in approaching vocabulary learning. The current study has investigated the vocabulary acquired incidentally while reviewing YouTube comments. Theoretically, it is mainly foregrounded on the contextual and incidental vocabulary learning theory (Rapaport, 2002) and on multimedia theory (Mayer, 2005). It hypothesizes that reviewing YouTube comments supports incidental vocabulary learning; besides, it presupposes a positive correlation between the target words’ frequency of occurrence and their uptake. Subsequently, it aims at exploring the vocabulary’ uptake gained when reviewing comments along with investigating their long-term recall. Practically, the study has adopted a quasi-experimental mode of research design based on one experimental group of eleven first year students at Mohamed Seddik Ben Yahia University as it opted for the Vocabulary knowledge scale (VKS) model of testing (Wesche & Paribakht, 1996). Accordingly, learners were exposed to an identical diagnostic and summative assessment to assess the target words’ long-term recall. However, testing their vocabulary uptake required administering an immediate assessment by the end of each session. The findings show that incidental vocabulary relatively occurred in immediate assessment, but it took place with a disparate success in long-term recall of the words. Additionally, a strong positive correlation is marked between the target words’ frequency of occurrence and their uptake. Given the findings of this study, it is suggested for English as Foreign Language (EFL) teachers to use YouTube video comments as a strategy for teaching and learning vocabulary naturally.
