Validation of vocabulary learning strategies in watching audiovisual materials

Abstract

The present study aims to bridge the gap of validating the Vocabulary Learning Strategies in Watching Audiovisual Materials (VLSWAM) questionnaire, a tool designed to assess strategies learners use to acquire vocabulary through audiovisual content. Grounded in multimedia learning theory, the study employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to identify and refine the questionnaire’s structure. The results revealed a robust four factor model encompassing emotion, attention, metacognition, and information processing. These dimensions align with established frameworks, such as the Selection-Organization-Integration (SOI) model and the Trans-Symbolic Comprehension (TSC) framework, highlighting the interplay of cognitive, meta cognitive, and affective strategies in multimedia learning. Practical implications include explicit training in metacognitive strategies, affective support through captions, and activities fostering multimodal integration. Particularly relevant for English as a Foreign Language (EFL) learners, the validated questionnaire contributes to the literature by offering a nuanced understanding of how learners engage with audiovisual materials for vocabulary acquisition.