The Impact of Audiovisual Media on Vocabulary Acquisition: An Experimental Study of an Undergraduate English Course in Bangladesh

Abstract

This study investigates the impact of audiovisual media on vocabulary acquisition and long-term retention among undergraduate students in Bangladesh. Utilizing an experimental research design, 30 students of English class from Bancharampur Government Degree College were divided into an experimental group and a control group. The EG engaged with a modified “Multimedia Vocabulary Module” having the Triple-Exposure Method (i.e., auditory, static image, and dynamic video). At the same time, the CG utilized traditional rote-memorization methods. Data were collected via the Vocabulary Knowledge Scale , immediate post-tests, and delayed post-tests administered seven days post-intervention. The quantitative results revealed that while both groups showed initial gains, the EG significantly outperformed the CG in long-term persistence. The CG experienced a sharp 38.6% drop in recall within one week, whereas the EG retained 92% of the acquired vocabulary. Furthermore, the EG reached higher levels of productive knowledge  . Qualitative findings from thematic analysis identified “Visual Anchoring” and “Reduced Learning Anxiety” as factors contributing to a fearless environment created in the class. The implications of this study suggest that traditional text-based instruction in Bangladesh is insufficient for lexical durability. To bridge the gap between passive recognition and active usage, educational policy should prioritize multimodal pedagogical frameworks and digital infrastructure. Integrating audiovisual tools not only combats the rapid forgetting trend but also increases affective engagement in L2.