Enhancing FL Vocabulary Retention, Confidence and Engagement Through Movie Trailers

Resumen

Foreign language acquisition research has shown that spaced repetition and exposure to authentic materials can support vocabulary learning and retention and can reduce non-advanced learner’s anxiety when working with authentic sources. However, there is limited research on this with high-school learners of Spanish as a forei gn language. This study aims to replicate Johnson and Heffernan (2006) and examines whether a recycling methodology combining short readings and movie trailers improves engagement, vocabulary acquisition. Learners’ confidence with authentic materials is also measured. This study utilized a pre/post-test design with 50 high-school students (Grades 9–12) at an international school in Qatar. Data were collected through a Spanish vocabulary performance test and a Likert-scale test for confidence before and after a two-week intervention. Paired-samples t-tests were used for data analysis, and a checklist was used for engagement. Results showed a significant improvement in vocabulary performance and in learner confidence. The findings suggest that integrating readings, movie trailers, and spaced repetition in language courses can enhance vocabulary learning and learner confidence with authentic materials. Despite limitations related to engagement and school constraints, the study supports recycling methodologies and calls for longer-term and curriculum-integrated research.