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題名 透過字幕歌曲影片的線上教學提升英語字彙學習：以一位低成就學童為例的個案研究
Enhancing English Vocabulary Learning Through Captioned Song Videos: A Case of a Low- Achieving Elementary Student in the Context of Online Teaching
作者 趙柏雅
Chao, Po-Ya
貢獻者 許麗媛
Hsu, Li-Yuan
趙柏雅
Chao, Po-Ya
關鍵詞 線上字彙教學
字幕歌曲影片
EFL字彙教學
Online vocabulary teaching
Captioned song videos
EFL vocabulary instruction
日期 2025
上傳時間 1-Sep-2025 14:37:29 (UTC+8)
摘要 將多媒體資源融入英語作為外語(EFL)教學已成為近年來的趨勢。然而，在針對年幼學習者所設計的線上字幕歌曲影片方面，相關研究仍較為稀少。因此，本研究旨在探討這類影片如何影響一位來自台灣，且英語程度低落的小學生的字彙發展及看法。資料來源為量化數據及質化資料，前者包括前測、中測、後測和任務表現，後者則包括觀察筆記及半結構式訪談。在為期九個月的期間內，該名參與者每週參加二次線上課程，課程內容包括以Google Slides，以及透過線上平台Lyricstraining完成歌曲字幕填空練習。本研究探討兩個面向，一是該參與者的字彙發展，二是其對此教學模式的看法。 量化數據顯示，參與者的字彙學習成果有顯著提升，因此可知結合聽覺、字幕與視覺的多模態輸入，可促進字彙辨識及其用法。質性資料則顯示出參與者對於有情感與互動性的特質的歌曲影片為基礎的學習方式，有良好的反應，尤其是當歌曲為他熟悉或具個人意義時。不過，他也表達出對傳統 Google Slides 教學的偏好，認為該方式更有助於理解與運用新字彙。 這些發現凸顯出明示教學與富有吸引力的多媒體資源在兒童 EFL 字彙教學中扮演重要的角色。
The integration of multimedia resources into English as a Foreign Language (EFL) instruction has attracted growing interest. However, the use of captioned song videos tailored for young learners in online settings remains underexplored. This case study investigated how such videos influenced vocabulary acquisition in a low-proficiency elementary student in Taiwan. Over a nine-month period, the participant took part in weekly online lessons featuring vocabulary pre-teaching via Google Slides and caption-filling tasks on an online platform, Lyricstraining. The study examined both the participant’s vocabulary development and perceptions of the instructional approach. Quantitative data from in-class vocabulary quizzes and task performance indicated substantial vocabulary gains, suggesting that multimodal input—combining audio, captions, and visual pre-teaching—effectively enhanced vocabulary recognition and retention. Qualitative data from class recordings and a semi-structured interview revealed that Eric responded positively to the emotional and interactive aspects of song-based learning, particularly when the songs were familiar or personally meaningful. Nonetheless, he expressed a preference for traditional instruction using Google Slides, noting that it better supported his understanding and application of new words. These findings highlight the complementary roles of explicit input and engaging multimedia in vocabulary instruction for young EFL learners.
參考文獻 Al-Jarf, R. (2022). Online vocabulary tasks for engaging and motivating EFL college students in distance learning during the pandemic and post-pandemic. International Journal of English Language Studies (IJELS), 4(1), 14-24. Altakhaineh, A. R. M., Alaghawat, M., & Younes, A. (2023). Challenges with online teaching and learning of English vocabulary. International Journal of Information and Education Technology, 13(3), 577-586. Black, S. (2021). The potential benefits of subtitles for enhancing language acquisition and literacy in children: An integrative review of experimental research. Translation, Cognition & Behavior, 4(1), 74-97. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Chapelle, C. A. (2019). Technology-mediated language learning. In J. W. Schwieter (Ed.), The Cambridge handbook of language learning (pp. 575–596). Cambridge University Press. Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188. Chen, I. S. J. (2020). Music as a mnemonic device for foreign vocabulary learning. English Teaching & Learning, 44(4), 377-395. Chen, S. Y., Hung, C. Y., Chang, Y. C., Lin, Y. S., & Lai, Y. H. (2018, August). A study on integrating augmented reality technology and game-based learning model to improve motivation and effectiveness of learning English vocabulary. In 2018 1st international cognitive cities conference (IC3) (pp. 24-27). IEEE. Cheung, A. (2021). Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons. System, 100, 102566. Fauzi, I. (2022). Improving vocabulary through implementing song and game-based learning strategy of English for young learners. Yavana Bhasha: Journal of English Language Education, 5(1), 22-33. Halwani, N. (2017). Visual aids and multimedia in second language acquisition. English language teaching, 10(6), 53-59. Hariffin, A., & Said, N. E. M. (2019). The effects of captioned videos on primary ESL learners’ vocabulary acquisition in a Malaysian rural setting. International Journal, 2(7), 23-37. Hermida, R. (2019). Vocabulary acquisition for young learners through songs. Gender Equality: International Journal of Child and Gender Studies, 5(1), 95-104. Huertas-Abril, C. A., & Haikal, M. (2023). Teacher Beliefs About Emergency Remote Language Teaching in Early Childhood Education in Indonesia. In Handbook of CALL Teacher Education and Professional Development: Voices from Under-Represented Contexts (pp. 209-225). Singapore: Springer Nature Singapore. Husanović, D. (2022). The Effectiveness of Total Physical Response Method in the Process of Learning and Teaching English Vocabulary to Pre-Adolescent Learners in an Online Teaching Setting. NETSOL: New Trends in Social & Liberal Sciences, 7(2). Jiang, P., Namaziandost, E., Azizi, Z., & Razmi, M. H. (2023). Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran. Current Psychology, 42(3), 2310-2324. Karim, S. A., Sudiro, S., Annisa, D. R., Khairunnisa, H. I., & Rahmawati, D. A. (2022). Enhancing vocabulary mastery through English songs: In the eyes of EFL students. Ethical Lingua: Journal of Language Teaching and Literature, 9(2), 449-458. Khan, R. M. I. (2022). The use of flashcards in teaching EFL vocabulary in online learning. Register Journal, 15(1), 109-125. Kholid, M. F., Rini, Y. P., & Winasari, B. T. (2024). Improving Vocabulary Mastery with English Kids’ Songs: A Study in Primary Education. LinguaEducare: Journal of English and Linguistic Studies, 1(2), 71-82. Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press. Laufer, B., & Vaisman, E. E. (2023). Out‐of‐classroom L2 vocabulary acquisition: The effects of digital activities and school vocabulary. The Modern Language Journal, 107(4), 854-872. Macwan, H. J. (2015). Using visual aids as authentic material in ESL classrooms. Research Journal of English language and literature (RJELAL), 3(1), 91-96. Mannarelli, P., & Serrano, R. (2024). ‘Thank you for the music’: examining how songs can promote vocabulary learning in an EFL class. The Language Learning Journal, 52(1), 1-15. Mashhadi, F., & Jamalifar, G. (2015). Second language vocabulary learning through visual and textual representation. Procedia-Social and Behavioral Sciences, 192, 298-307. Mayer, R. E. (2002). Multimedia learning. In Psychology of Learning and Motivation (Vol. 41, pp. 85-139). Academic Press. Mayer, R. E., & Moreno, R. (1998). A cognitive theory of multimedia learning: Implications for design principles. Journal of Educational Psychology, 91(2), 358-368. Meskill, C., Kusumastuti, W., Guo, D., Wang, F., & Ramos, R. L. (2023). Emergency Remote EFL Instruction in Brazil, China, and Indonesia: What Teachers Learned and How?. In Handbook of CALL Teacher Education and Professional Development: Voices from Under-Represented Contexts (pp. 137-155). Singapore: Springer Nature Singapore. Morini, G., & Blair, M. (2021). Webcams, songs, and vocabulary learning: a comparison of in-person and remote data collection as a way of moving forward with child-language research. Frontiers in Psychology, 12, 702819. Nation, I. S. P. (2005). Teaching and learning vocabulary. In Handbook of research in second language teaching and learning (pp. 581-595). Routledge. Nation, I. S. P. (2008). Teaching vocabulary: Strategies and Techniques. Heinle ELT. Nation, P. (2019). The different aspects of vocabulary knowledge. In The Routledge handbook of vocabulary studies (pp. 15-29). Routledge. Nation, P., & Chung, T. (2009). Teaching and testing vocabulary. The handbook of language teaching, 543-559. Nguyen, N. T. T. (2021). A review of the effects of media on foreign language vocabulary acquisition. International Journal of TESOL & Education, 1(1), 30-37. Paivio, A., & Clark, J. M. (2006). Dual coding theory and education. Pathways to literacy achievement for high poverty children, 1, 149-210. Pateşan, M., Balagiu, A., & Alibec, C. (2018, June). Visual aids in language education. In International conference Knowledge-based Organization (Vol. 24, No. 2, pp. 356-361). Pavia, N., Webb, S., & Faez, F. (2019). Incidental vocabulary learning through listening to songs. Studies in Second Language Acquisition, 41(4), 745-768. Perez, M. M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720-739. Pinem, Y. A., & Rahmawan, A. D. (2023). Elements of digital media in vocabulary remote-learning achievement. International Journal of Evaluation and Research in Education, 12(2), 893-904. Pittas, E., Bravo, I. F., & Gómez-Merino, N. (2022). Young Children’s Online Learning and Teaching: Challenges and Effective Approaches. In The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses (pp. 397-419). Springer International Publishing. Rabu, S. N. A., & Talib, Z. (2017). The effects of digital game-based learning on primary school students’ English vocabulary achievement and acceptance. Innovative Teaching and Learning Journal (ITLJ), 1(1), 61-74. Rahbar, S., & Khodabakhsh, S. (2013). English songs as an effective asset to improve listening comprehension ability; Evidence from Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 2(6), 63-66. Raw, S. D. M., & Ismail, H. H. (2021). Tracing effectiveness and challenges in using online tools to enhance vocabulary language learning: A review. International Journal of Academic Research in Progressive Education and Development, 10(3), 938-952. Reynolds, B. L., Cui, Y., Kao, C. W., & Thomas, N. (2022). Vocabulary acquisition through viewing captioned and subtitled video: A scoping review and meta-analysis. Systems, 10(5), 133. Tang, J. T. (2023). Comparative study of game-based learning on preschoolers’ English vocabulary acquisition in Taiwan. Interactive Learning Environments, 31(4), 1958-1973. Teng, M. F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 105, 102736. Teng, M. F. (2023). Incidental vocabulary learning from captioned video genres: Vocabulary knowledge, comprehension, repetition, and working memory. Computer Assisted Language Learning, 1–40. Advance online publication. https://doi.org/10.1080/09588221.2023.2201104 Teng, M. F. (2025). Effectiveness of captioned videos for incidental vocabulary learning and retention: The role of working memory. Computer Assisted Language Learning, 38(1-2), 206-234. Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press. Wong, K. M., & Samudra, P. G. (2021). L2 vocabulary learning from educational media: Extending dual-coding theory to dual-language learners. Computer Assisted Language Learning, 34(8), 1182-1204. Wu, T. T. (2018). Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning. Journal of Computer Assisted Learning, 34(3), 315-323. Yu, J., & Liu, X. (2022). Text first or picture first? Evaluating two modes of multimodal input for EFL vocabulary meaning acquisition. Sage Open, 12(3), 21582440221119469.
描述 碩士
國立政治大學
英國語文學系
109551016
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109551016
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 趙柏雅zh_TW
dc.contributor.author (Authors) Chao, Po-Yaen_US
dc.creator (作者) 趙柏雅zh_TW
dc.creator (作者) Chao, Po-Yaen_US
dc.date (日期) 2025en_US
dc.date.accessioned 1-Sep-2025 14:37:29 (UTC+8)-
dc.date.available 1-Sep-2025 14:37:29 (UTC+8)-
dc.date.issued (上傳時間) 1-Sep-2025 14:37:29 (UTC+8)-
dc.identifier (Other Identifiers) G0109551016en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/158987-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 109551016zh_TW
dc.description.abstract (摘要) 將多媒體資源融入英語作為外語(EFL)教學已成為近年來的趨勢。然而，在針對年幼學習者所設計的線上字幕歌曲影片方面，相關研究仍較為稀少。因此，本研究旨在探討這類影片如何影響一位來自台灣，且英語程度低落的小學生的字彙發展及看法。資料來源為量化數據及質化資料，前者包括前測、中測、後測和任務表現，後者則包括觀察筆記及半結構式訪談。在為期九個月的期間內，該名參與者每週參加二次線上課程，課程內容包括以Google Slides，以及透過線上平台Lyricstraining完成歌曲字幕填空練習。本研究探討兩個面向，一是該參與者的字彙發展，二是其對此教學模式的看法。 量化數據顯示，參與者的字彙學習成果有顯著提升，因此可知結合聽覺、字幕與視覺的多模態輸入，可促進字彙辨識及其用法。質性資料則顯示出參與者對於有情感與互動性的特質的歌曲影片為基礎的學習方式，有良好的反應，尤其是當歌曲為他熟悉或具個人意義時。不過，他也表達出對傳統 Google Slides 教學的偏好，認為該方式更有助於理解與運用新字彙。 這些發現凸顯出明示教學與富有吸引力的多媒體資源在兒童 EFL 字彙教學中扮演重要的角色。zh_TW
dc.description.abstract (摘要) The integration of multimedia resources into English as a Foreign Language (EFL) instruction has attracted growing interest. However, the use of captioned song videos tailored for young learners in online settings remains underexplored. This case study investigated how such videos influenced vocabulary acquisition in a low-proficiency elementary student in Taiwan. Over a nine-month period, the participant took part in weekly online lessons featuring vocabulary pre-teaching via Google Slides and caption-filling tasks on an online platform, Lyricstraining. The study examined both the participant’s vocabulary development and perceptions of the instructional approach. Quantitative data from in-class vocabulary quizzes and task performance indicated substantial vocabulary gains, suggesting that multimodal input—combining audio, captions, and visual pre-teaching—effectively enhanced vocabulary recognition and retention. Qualitative data from class recordings and a semi-structured interview revealed that Eric responded positively to the emotional and interactive aspects of song-based learning, particularly when the songs were familiar or personally meaningful. Nonetheless, he expressed a preference for traditional instruction using Google Slides, noting that it better supported his understanding and application of new words. These findings highlight the complementary roles of explicit input and engaging multimedia in vocabulary instruction for young EFL learners.en_US
dc.description.tableofcontents Acknowledgements ii 摘要 iii Abstract iv Chapter One Introduction 1 Background 1 Purpose of the Study 3 Chapter Two Literature Reivew 5 Foundations of Vocabulary Knowledge and Teaching 6 Vocabulary Learning through Multimodal Input 7 Technology-Enhanced Vocabulary Learning in EFL Contexts 9 Online English Instruction for Young EFL Learners 11 Songs and Subtitled Videos in Vocabulary Learning 12 Chapter Three Methodology 14 Research Design 14 Teaching Context 14 Participant 15 Teaching Materials and Learning Instruments 17 Google Slides 17 Lyricstraining.com 18 Song Selection 21 Instructional Design 23 Data Collection 25 Data Analysis 27 Chapter Four Results 30 Kahoot! Quiz Results 30 In-class Task Performance 33 Chapter Five Discussion 42 The Effectiveness of Captioned Song Videos in Vocabulary Acquisition 42 Eric’s Perceptions of the Learning Approach 44 Chapter Six Conclusion 48 Summary of Findings 48 Pedagogical Implications 49 Limitations and Suggestions for Future Research 50 References 52 Appendix 59 Appendix A Pre-Test (2022 August) 59 Appendix B Mid Test and Final Test (2023 January and May) 63 Appendix C Semi-structured Interview Questions 65 Appendix D Eric’s In-class Task Performance 66 Appendix E Pre-Test (August 2022) Vocabulary Wordlist 69 Appendix F Mid-test (January 2023) & Post-test (May 2023) Vocabulary Wordlist 71zh_TW
dc.format.extent 1690552 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109551016en_US
dc.subject (關鍵詞) 線上字彙教學zh_TW
dc.subject (關鍵詞) 字幕歌曲影片zh_TW
dc.subject (關鍵詞) EFL字彙教學zh_TW
dc.subject (關鍵詞) Online vocabulary teachingen_US
dc.subject (關鍵詞) Captioned song videosen_US
dc.subject (關鍵詞) EFL vocabulary instructionen_US
dc.title (題名) 透過字幕歌曲影片的線上教學提升英語字彙學習：以一位低成就學童為例的個案研究zh_TW
dc.title (題名) Enhancing English Vocabulary Learning Through Captioned Song Videos: A Case of a Low- Achieving Elementary Student in the Context of Online Teachingen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Al-Jarf, R. (2022). Online vocabulary tasks for engaging and motivating EFL college students in distance learning during the pandemic and post-pandemic. International Journal of English Language Studies (IJELS), 4(1), 14-24. Altakhaineh, A. R. M., Alaghawat, M., & Younes, A. (2023). Challenges with online teaching and learning of English vocabulary. International Journal of Information and Education Technology, 13(3), 577-586. Black, S. (2021). The potential benefits of subtitles for enhancing language acquisition and literacy in children: An integrative review of experimental research. Translation, Cognition & Behavior, 4(1), 74-97. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Chapelle, C. A. (2019). Technology-mediated language learning. In J. W. Schwieter (Ed.), The Cambridge handbook of language learning (pp. 575–596). Cambridge University Press. Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188. Chen, I. S. J. (2020). Music as a mnemonic device for foreign vocabulary learning. English Teaching & Learning, 44(4), 377-395. Chen, S. Y., Hung, C. Y., Chang, Y. C., Lin, Y. S., & Lai, Y. H. (2018, August). A study on integrating augmented reality technology and game-based learning model to improve motivation and effectiveness of learning English vocabulary. In 2018 1st international cognitive cities conference (IC3) (pp. 24-27). IEEE. Cheung, A. (2021). Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons. System, 100, 102566. Fauzi, I. (2022). Improving vocabulary through implementing song and game-based learning strategy of English for young learners. Yavana Bhasha: Journal of English Language Education, 5(1), 22-33. Halwani, N. (2017). Visual aids and multimedia in second language acquisition. English language teaching, 10(6), 53-59. Hariffin, A., & Said, N. E. M. (2019). The effects of captioned videos on primary ESL learners’ vocabulary acquisition in a Malaysian rural setting. International Journal, 2(7), 23-37. Hermida, R. (2019). Vocabulary acquisition for young learners through songs. Gender Equality: International Journal of Child and Gender Studies, 5(1), 95-104. Huertas-Abril, C. A., & Haikal, M. (2023). Teacher Beliefs About Emergency Remote Language Teaching in Early Childhood Education in Indonesia. In Handbook of CALL Teacher Education and Professional Development: Voices from Under-Represented Contexts (pp. 209-225). Singapore: Springer Nature Singapore. Husanović, D. (2022). The Effectiveness of Total Physical Response Method in the Process of Learning and Teaching English Vocabulary to Pre-Adolescent Learners in an Online Teaching Setting. NETSOL: New Trends in Social & Liberal Sciences, 7(2). Jiang, P., Namaziandost, E., Azizi, Z., & Razmi, M. H. (2023). Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran. Current Psychology, 42(3), 2310-2324. Karim, S. A., Sudiro, S., Annisa, D. R., Khairunnisa, H. I., & Rahmawati, D. A. (2022). Enhancing vocabulary mastery through English songs: In the eyes of EFL students. Ethical Lingua: Journal of Language Teaching and Literature, 9(2), 449-458. Khan, R. M. I. (2022). The use of flashcards in teaching EFL vocabulary in online learning. Register Journal, 15(1), 109-125. Kholid, M. F., Rini, Y. P., & Winasari, B. T. (2024). Improving Vocabulary Mastery with English Kids’ Songs: A Study in Primary Education. LinguaEducare: Journal of English and Linguistic Studies, 1(2), 71-82. Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press. Laufer, B., & Vaisman, E. E. (2023). Out‐of‐classroom L2 vocabulary acquisition: The effects of digital activities and school vocabulary. The Modern Language Journal, 107(4), 854-872. Macwan, H. J. (2015). Using visual aids as authentic material in ESL classrooms. Research Journal of English language and literature (RJELAL), 3(1), 91-96. Mannarelli, P., & Serrano, R. (2024). ‘Thank you for the music’: examining how songs can promote vocabulary learning in an EFL class. The Language Learning Journal, 52(1), 1-15. Mashhadi, F., & Jamalifar, G. (2015). Second language vocabulary learning through visual and textual representation. Procedia-Social and Behavioral Sciences, 192, 298-307. Mayer, R. E. (2002). Multimedia learning. In Psychology of Learning and Motivation (Vol. 41, pp. 85-139). Academic Press. Mayer, R. E., & Moreno, R. (1998). A cognitive theory of multimedia learning: Implications for design principles. Journal of Educational Psychology, 91(2), 358-368. Meskill, C., Kusumastuti, W., Guo, D., Wang, F., & Ramos, R. L. (2023). Emergency Remote EFL Instruction in Brazil, China, and Indonesia: What Teachers Learned and How?. In Handbook of CALL Teacher Education and Professional Development: Voices from Under-Represented Contexts (pp. 137-155). Singapore: Springer Nature Singapore. Morini, G., & Blair, M. (2021). Webcams, songs, and vocabulary learning: a comparison of in-person and remote data collection as a way of moving forward with child-language research. Frontiers in Psychology, 12, 702819. Nation, I. S. P. (2005). Teaching and learning vocabulary. In Handbook of research in second language teaching and learning (pp. 581-595). Routledge. Nation, I. S. P. (2008). Teaching vocabulary: Strategies and Techniques. Heinle ELT. Nation, P. (2019). The different aspects of vocabulary knowledge. In The Routledge handbook of vocabulary studies (pp. 15-29). Routledge. Nation, P., & Chung, T. (2009). Teaching and testing vocabulary. The handbook of language teaching, 543-559. Nguyen, N. T. T. (2021). A review of the effects of media on foreign language vocabulary acquisition. International Journal of TESOL & Education, 1(1), 30-37. Paivio, A., & Clark, J. M. (2006). Dual coding theory and education. Pathways to literacy achievement for high poverty children, 1, 149-210. Pateşan, M., Balagiu, A., & Alibec, C. (2018, June). Visual aids in language education. In International conference Knowledge-based Organization (Vol. 24, No. 2, pp. 356-361). Pavia, N., Webb, S., & Faez, F. (2019). Incidental vocabulary learning through listening to songs. Studies in Second Language Acquisition, 41(4), 745-768. Perez, M. M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720-739. Pinem, Y. A., & Rahmawan, A. D. (2023). Elements of digital media in vocabulary remote-learning achievement. International Journal of Evaluation and Research in Education, 12(2), 893-904. Pittas, E., Bravo, I. F., & Gómez-Merino, N. (2022). Young Children’s Online Learning and Teaching: Challenges and Effective Approaches. In The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses (pp. 397-419). Springer International Publishing. Rabu, S. N. A., & Talib, Z. (2017). The effects of digital game-based learning on primary school students’ English vocabulary achievement and acceptance. Innovative Teaching and Learning Journal (ITLJ), 1(1), 61-74. Rahbar, S., & Khodabakhsh, S. (2013). English songs as an effective asset to improve listening comprehension ability; Evidence from Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 2(6), 63-66. Raw, S. D. M., & Ismail, H. 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