International Journal of English Language,

Education and Literature Studies (IJEEL)

ISSN: 2583-3812 Journal Home Page: https://ijeel.org/
Vol-2, Issue-4, Jul-Aug 2023 Journal CrossRef DOI: 10.22161/ijeel

Effectiveness of Contextualized Micro-lessons in

the Acquisition of College English Vocabulary
Ziyu Guo, Zexu Liu, Shan Ge*, Yunfei Li

*Zhiyuan College, Beijing Institute of Petrochemical Technology, Beijing, China

Article Detail: Abstract

Received: 01 Jun 2023; Traditional vocabulary teaching focuses on the
Received in revised form: 02 Jul 2023; pronunciation, form, and meaning of words,
without taking into account the context of
Accepted: 09 Jul 2023;
vocabulary learning. This approach tends to make
Available online: 15 Jul 2023 the learning process monotonous and results in low
©2023 The Author(s). Published by International student interest and efficiency. On the other hand,
Journal of English Language, Education and contextualized teaching and learning enables
Literature Studies (IJEEL). This is an open students to grasp the spelling, meaning, usage, and
access article under the CC BY license collocation of vocabulary within specific contexts. In
(https://creativecommons.org/licenses/by/4.0/). this study, contextualized vocabulary micro-lessons
have been applied in College English teaching to
examine their effectiveness in enhancing
vocabulary learning. The findings reveal that,
following a semester of vocabulary micro-lesson
Keywords—College English, Contextualized learning, there has been some improvement in
teaching, Micro-lessons, Vocabulary learning. students' average vocabulary scores, with a 22%
increase in the proportion of high-scoring students.
Furthermore, results from a questionnaire survey
indicate that 84% of students believe that
contextualized vocabulary micro-lessons not only
enhance their interest in vocabulary learning, but
also improve the overall effectiveness of vocabulary
acquisition.

1. Introduction Hence, vocabulary instruction

Vocabulary plays a crucial role in the process of has gained considerable
learning a foreign language, and the teaching of recognition in recent times.
vocabulary holds great significance in English The traditional approach to
education. As globalization continues to teaching vocabulary focuses
advance, the demands on English language on the pronunciation, form,
skills for modern college students are becoming and meaning of words but lacks the contextual
higher. Vocabulary serves as the base for aspect of vocabulary learning. This traditional
effective communication in English, method often makes vocabulary learning dull
encompassing skills such as listening, and results in low student interest and
speaking, reading, and writing. Enhancing efficiency. Previous studies indicate that
English proficiency consequently depends on teaching vocabulary in a contextualized manner
the acquisition and utilization of vocabulary. has a positive impact on learning (Zhang

Article DOI: https://dx.doi.org/10.22161/ijeel.2.4.2

©International Journal of English Language, Education and Literature Studies (IJEEL) 7
 Guo et al., Int. J. Engl. Lang. Educ. Lit. Stud. (IJEEL), 2023, 2(4)
Jul-Aug 2023

Xiuping, 2017). Such an approach not only

stimulates learners' interest in vocabulary but
also effectively helps them master and apply
new words (Zhao Lan, 2017).
In today's digital age, where contemporary
college students, known as "digital natives,"
have grown up in a rapidly advancing
information technology environment, digital
ubiquitous learning has become their primary
means of acquiring knowledge. Micro-lessons
have emerged as an important learning mode Fig. 1: Problems in English vocabulary learning
these students readily embrace. Unlike among non-English majors
traditional classroom teaching, micro-lessons
offer flexibility and convenience, as they are not
2.1.1 Lack of language environment
limited by time or space. Students can learn
independently, preview before class, and review As illustrated in Fig. 1, 60% of the respondents
after class using micro-lessons, as long as they complain about the lack of an environment
have smart devices and access to wireless conducive to vocabulary learning. This suggests
networks (Wang Lili, 2015). They can also that students lack the necessary context and
revisit the content multiple times, breaking free real-life situations to effectively use English
from the limitations of one-time presentations vocabulary. In the learning process, students
by teachers. tend to focus solely on word spelling and
meaning while often neglecting the cultural
By creating authentic vocabulary usage
knowledge embedded in words. This limited
scenarios based on movie materials, this study
approach to English language learning only
combines contextualized teaching with micro-
scratches the surface. Furthermore, after
lessons to explore the effectiveness of
acquiring vocabulary, students frequently
contextualized micro-lessons in enhancing
struggle to apply these words effectively in
College English vocabulary learning.
practical situations. The emphasis is usually
placed on repetitive rote memorization and
2. Problems facing college students in spelling, yielding less than satisfactory
English vocabulary learning and the outcomes. In addition, students tend to
coping strategy overlook the significance of output, with a lack
of strong desire and motivation to actively use
2.1 Problems in English vocabulary learning
English (Jia Shaodong, 2008).
among non-English majors
2.1.2 Lack of interest in learning English words
To understand the current challenges college
students face in vocabulary learning, the For Chinese university students, the journey of
authors conducted a questionnaire survey acquiring proficiency in English typically begins
among non-English majors at their institution. during the later years of elementary school or
A total of 31 valid responses were collected. The junior high school and continues until their
survey results indicate that non-English majors college years. The process itself is considerably
face the following four major problems in lengthy, and students acknowledge the
English vocabulary learning. significance of expanding their vocabulary.
However, a considerable number of students
develop a strong dislike for English learning due
to their utilitarian objective of passing the CET-
4 or CET-6 exams. Specifically, the task of rote
memorization of vocabulary is monotonous and
lacks appeal, and the high rate of forgetting
words only adds to the students' frustration. As
time goes by, this ineffective approach hinders

Article DOI: https://dx.doi.org/10.22161/ijeel.2.4.2

©International Journal of English Language, Education and Literature Studies (IJEEL) 8
 Guo et al., Int. J. Engl. Lang. Educ. Lit. Stud. (IJEEL), 2023, 2(4)
Jul-Aug 2023

the students' learning outcomes and diminishes become aware of the distinctions between
their interest in vocabulary acquisition. English and Chinese vocabulary, avoiding
2.1.3 Lack of good English vocabulary learning negative influences from the Chinese language
methods and facilitating smoother progress in English
learning.
The learners' understanding of vocabulary
usage in context is hindered by the isolated Overall, contextualized micro-lessons
input, which can lead to a false sense of transform mundane and flat English knowledge
comprehension when reading, making it into vivid and dynamic images, videos, and
challenging to comprehend texts and obtain more. They enable students to comprehend and
accurate information (Jia Shaodong, 2008). internalize English knowledge through visual,
Many students still rely on memorization and auditory, and sensory means, thereby
recitation methods, neglecting the significance increasing their interest in learning and
of accurate pronunciation and word class. They sparking their enthusiasm for English learning
lack a comprehensive understanding of the (Liu Pei, 2019). By combining both visual and
functional aspects, concepts, connotations, auditory elements, micro-lessons engage
collocations, and proper use of words. multiple senses in the process of learning and
Consequently, they often find themselves in a memory, fostering the development of students'
cycle of memorizing and forgetting, without thinking and imagination, ultimately enhancing
paying attention to repetition and reinforcement the effectiveness and efficiency of their
(Cai Xianglin, 2012). vocabulary acquisition.

2.1.4 Negative transfer of the mother tongue

Ethnic groups have diverse cultural traditions, 3. Design of contextualized vocabulary
and language serves as a channel for cultural micro-lessons
expression. Vocabulary, as the fundamental To test the effect of contextualized micro-
component of language, also reflects the lessons in English vocabulary learning, the
cultural traits of various ethnic groups. When it authors made vocabulary micro-lesson videos
comes to learning new vocabulary, it is common and applied them to the instruction of College
for individuals to unintentionally introduce English Reading in the 2nd semester of the
elements from their native language and culture. 2022-2023 academic year.
However, this tendency can hinder the proper 3.1 General planning of micro-lessons
comprehension and acquisition of foreign
The micro-lessons are tailored to the vocabulary
language vocabulary (Cai Xianglin, 2012).
of each unit in the textbook. Each micro-lesson
2.2 Strategy for coping vocabulary learning focuses on the key words of a particular unit
problems and includes two movie clips for every word.
English language teaching should aim to create These clips are carefully selected to create an
an immersive English environment for students, authentic learning environment and aid
fostering authentic learning situations that students in understanding the exact meaning
enable them to construct their knowledge of the and usage of each word. Sentence translation
language in the target language (Zhang Qi, exercises are provided to actively engage
2007). Contextualized micro-lessons based on students' thinking and reinforce the specific
English movies can be employed to address the usage of the word. After completing the
above mentioned problems in vocabulary sentence translations, relevant additional
learning. By immersing students in the actual knowledge about the word, such as commonly
context of the movie, these micro-lessons used collocations, synonyms, idioms, etc., is
provide a framework for vocabulary learning appropriately supplemented. This
that brings words to life. Contextualized comprehensive design enables students to
learning helps students feel more comfortable unconsciously acquire vocabulary while
and proficient in the process of vocabulary "watching movies," subtly embedding the
acquisition. Additionally, utilizing English vocabulary into their memory and forming an
movies as teaching materials allows students to initial impression. Subsequently, classroom

Article DOI: https://dx.doi.org/10.22161/ijeel.2.4.2

©International Journal of English Language, Education and Literature Studies (IJEEL) 9
 Guo et al., Int. J. Engl. Lang. Educ. Lit. Stud. (IJEEL), 2023, 2(4)
Jul-Aug 2023

learning strengthens and enhances this initial 3.2.3 Exercise design

impression, ultimately improving their To help students better understand the usage of
application skills. words, Chinese-English sentence translation
In addition, contextualized micro-lessons are exercises are provided after explanation of each
delivered entirely in English. This approach not word. The chosen Chinese sentences are
only trains students' listening skills but also moderately difficult and have clear context.
aims to prevent negative transfer from the During the micro-lessons, students have
native language, promoting the development of approximately 5 seconds to think before the
English thinking patterns and avoiding the reference translation is given to help reinforce
mechanical memorization of Chinese meanings, the word's usage.
which may result in the use of Chinglish.
3.2 Preparation of vocabulary micro-lessons 4. Effectiveness of contextualized vocabulary
3.2.1 Vocabulary selection micro-lessons in vocabulary acquisition
The micro-lessons focus on the key vocabulary In the second semester of the 2021-2022
selected from the four textbooks of the College academic year, the authors implemented
English Reading course, taking into account the traditional teaching methods for two College
needs of CET-4 and CET-6 exam takers. In English classes, consisting of a total of 63
English vocabulary, words often possess students, as the control group. At the end of the
multiple meanings, and the same word can semester, a vocabulary test worth 25 points was
acquire different interpretations depending on conducted. In the second semester of the 2022-
the context it is used in. Determining the 2023 academic year, a one-semester
specific meaning of a word requires connecting experimental study was carried out on two new
it with its surrounding context. This adds to the College English classes, which had a total of 68
challenge faced by students when trying to students. In this experimental group,
master vocabulary (Cai Xianglin, 2012). To contextualized vocabulary micro-lessons were
address this issue and take into account the utilized. Following the completion of the
limited attention span of adults, each word experiment, the same vocabulary test was
selected for inclusion in the micro-lessons administered. The comparison of test results
presents only one meaning and is accompanied between the control group and the experimental
by clarification of its part of speech and usage. group is provided below.
Each micro-lesson comprises 8-10 words, 4.1 Test results
striking a balance between presenting a
reasonable amount of vocabulary and ensuring
clarity and conciseness. The duration of each
micro-lesson is approximately 5-10 minutes.
3.2.2 Selection of movie clips
The vocabulary micro-lesson videos take
advantage of well-known movie and TV show
plots to provide students with the contexts of
word use. This approach fully immerses
students in captivating and thrilling storylines,
enabling them to memorize words more
effectively. The videos cover various aspects of
words, such as their meanings, usage,
expressions, and usage habits. Carefully chosen Fig. 2 Percentage of students in different score
movie clips are of a moderate length, convey ranges
clear meanings, and are easily comprehensible
without any obscure vocabulary. The content
within the movie clips is uplifting and positive, According to Fig. 2, there was a 12% decrease
serving as a guiding light for the students. in the percentage of students in the

Article DOI: https://dx.doi.org/10.22161/ijeel.2.4.2

©International Journal of English Language, Education and Literature Studies (IJEEL) 10
 Guo et al., Int. J. Engl. Lang. Educ. Lit. Stud. (IJEEL), 2023, 2(4)
Jul-Aug 2023

experimental group scoring between 11 and 15. words, and any additional suggestions for
Similarly, for the score range of 16-20, the improving the micro-lessons.
percentage of students in the experimental
group decreased by 10%. However, in the higher
score range of 21-25, there was a significant
increase of 22% in the percentage of students in
the experimental group. These findings suggest
a considerable enhancement in vocabulary
scores. A preliminary analysis of the linear
trend line indicates that the implementation of
contextualized vocabulary micro-lessons has led
to a noticeable improvement in vocabulary test
results.
Table1. Comparison of average score between
pretest and posttest

Stude Students scoring Fig. 3 Students’ feedback on the effect of micro-

nt Average above average lessons
Group
numb score numb percenta
er er ge The survey results indicated that 84% of
Control students believed that the contextualized
63 19.75 37 58%
group vocabulary micro-lessons improved their
interest in vocabulary learning and enhanced
Experimen
68 21.28 48 71% vocabulary learning efficiency. Additionally,
tal group
82% of students claimed that the contextualized
vocabulary micro-lessons made it easier to
As shown in Table 1, students' average marks remember words compared to traditional
increased by 1.53 points after a semester of vocabulary teaching methods. In terms of the
learning contextualized vocabulary micro- quantity and difficulty of words, 82% of
lessons, and the percentage of students scoring students found the amount of words offered in
above average increased by 13%, a noticeable the micro-lessons appropriate for their learning
improvement in high score range. needs, and 57% of students expressed a desire
for an increased level of word difficulty.
4.2 Students’ feedback on the effect of
vocabulary micro-lessons
Following the completion of the teaching
experiment, the authors utilized a Likert scale
questionnaire to appraise students' learning
outcomes, experiences, and feedback
concerning suggestions for the micro-lessons. A
total of 68 valid questionnaires were gathered.
The questionnaire encompassed inquiries on
whether incorporating contextualized
vocabulary micro-lessons fostered a greater Fig. 4 Students’ suggestions for improving the
interest in vocabulary acquisition, enhanced the micro-lessons
efficiency of vocabulary learning, facilitated
word retention compared to traditional
instructional methods, met the students' As illustrated in Fig. 4, a majority of students
vocabulary quantity requirements, whether (69%) expressed a desire for an increased
there is a need to augment the difficulty of presence of word contexts in the micro-lessons.
This finding suggests that students believe that
engaging and authentic contexts can greatly aid

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©International Journal of English Language, Education and Literature Studies (IJEEL) 11
 Guo et al., Int. J. Engl. Lang. Educ. Lit. Stud. (IJEEL), 2023, 2(4)
Jul-Aug 2023

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5. Conclusion Reform and Development of College English
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language and is a vital component of English Heilongjiang Researches on Higher Education,
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oversight leads to difficulties in engaging
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vocabulary acquisition is frequently
compromised. It is essential to recognize that
vocabulary only gains meaning within specific
linguistic contexts. Adopting a contextualized
approach to teaching vocabulary, which
incorporates multimodal explanations, provides
students with visual, auditory, and other
sensory stimuli. This teaching approach not
only reduces the burden of memorizing
vocabulary but also enhances learners' interest
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sustainability of English language learning.

6. Funding
This paper is funded by the University Research
Training Project (2023J00025) of Beijing
Institute of Petrochemical Technology.

Article DOI: https://dx.doi.org/10.22161/ijeel.2.4.2

©International Journal of English Language, Education and Literature Studies (IJEEL) 12