Abstract

Previous researchers have widely explored the effectiveness of multimodal vocabulary learning for young and adult learners. However, there has been a lacuna regarding available literature on incidental vocabulary learning using contextualized learning support in children’s out-of-class contexts. This study examined the effects of out-of-class learning support on young learners’ English vocabulary acquisition with three conditions: no-word translation support (NS), word translation (WT) condition, and word translation and warming-up (WTWU) conditions. This study also explored the students’ experiences while they underwent those conditions. Ninety-three elementary school learners, forty-eight girls and forty-five boys (NS: twenty-nine students, WT: thirty-three students, WTWU: thirty-one students), from the urban city of Blitar, Indonesia, participated in a seven-week intervention study (twice a week) through mixed-methods design. Test and semi-structured interviews were conducted to collect the data. The findings indicated that combining contextualized learning conditions using WT and picture words drilling prior to learning vocabulary through cartoon videos could enhance children’s vocabulary acquisition and pronunciation abilities. However, children in the NS and WT groups performed no better on pronunciation tests. These findings provide new insight into the second language (L2) vocabulary learning beyond the classroom. Takeaways, study limitations, and recommendations for further studies are also discussed.