Innovation in Language Learning

This study investigates the effect of textbook-aligned audiovisual materials, specifically the scenes from Top Notch TV, on vocabulary retention among Saudi EFL preparatory-year students. Grounded in multimedia learning theory and Krashen’s input hypothesis, the research examines whether exposure to structured, contextually rich video content can affect receptive and productive vocabulary skills. Utilising a one-group pre-test–post-test quasi-experimental design, the study assessed the performance of 25 female learners at Alghad Colleges through vocabulary achievement tests administered before and after an intervention that included two audiovisual instructional sessions. While improvements in receptive vocabulary were not statistically significant, a noteworthy enhancement in productive vocabulary performance was observed, associating the effectiveness of audiovisual materials with promoting active vocabulary use. However, the absence of a control group and the short duration of the intervention limit the generalisability. The findings highlight the pedagogical benefits of integrating curriculum-aligned multimedia into EFL programs and offer recommendations for instructors and curriculum developers aiming to foster deeper learner engagement and improve vocabulary retention.