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Multimedia input can enhance vocabulary learning in the context of learning English as a foreign language (EFL). Drawing upon a mixed method, this study explores the potential of multimedia input in vocabulary learning. EFL vocabulary learning was assessed under four input conditions (definition + word information + video, definition + word informa...
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... the productive test, participants were required to write down the target word based on its definition; for the receptive test, participants were instructed to choose the appropriate alternative among five options (the correct item, three distractors, and one 'I don't know' option to avoid a wild guess) for each sentence. Table 3 shows an example from the vocabulary test. The Cronbach's alpha (α) value for the test was .85, ...Citations
... The increasing volume of these meta-analyses was justified by inconclusiveness of research findings regarding determining how different moderators employed by these meta-analyses studies would mitigate L2 vocabulary acquisition (Mohsen et al., 2024). These studies have explored the efficacy of various multimedia modes-ranging from video and animation to static images, audio, and text-in accelerating the processing of target L2 vocabulary and facilitating its integration into the mental lexicon (Teng, 2023). While there is a consensus that multimedia glosses are beneficial for L2 vocabulary development, the literature remains inconclusive regarding which modes are most effective and how learner proficiency levels may moderate these effects (Ramezanali et al., 2021). ...
The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL) literature. To compile research articles that examine the effect of utilizing glosses on second language (L2) vocabulary learning, the present study employed a second-order meta-analysis technique. The second-order meta-analysis is a study that synthesizes and analyzes the findings of multiple meta-analyses rather than individual primary studies, providing a higher level of abstraction and overview of existing evidence. The study synthesizes the results from seven primary meta-analyses conducted between 2008 and 2023, which included 136 original studies. Results showed that the overall mean effect size for using glosses was medium (g = 0.63 for the fixed-effect size model and 0.76 for the random-effect size model). The results showed that moderators had a significantly mitigated the effects of multimedia glosses. In particular, beginner-level students benefited greatly from being exposed to multimedia glosses, resulting in a large effect size. Additionally, the recognition test tended to produce a higher effect size compared to other types of vocabulary tests. Furthermore, glossing was found to be more effective in improving vocabulary acquisition in expository texts rather than narrative texts. Moreover, single-mode glosses were reported to be more effective than multi-mode glosses. The findings indicated that in-text glosses, out-text glosses, and bottom glosses exhibited a small effect size, whereas pop-up and margin glosses demonstrated a medium effect size. Implications for language learning and suggestions for future meta-analytic research are provided.
... However, there are also studies in which adding audio information benefited vocabulary learning. In Teng (2023), EFL students in China learned vocabulary under four conditions: definition only, definition + word information, definition + word information + audio (meaning and use), and definition + word information + video (meaning and use). The results favoured the video condition, but the audio condition followed it. ...
Under the framework of the cognitive theory of multimedia learning, this study examined how four modalities (iconic gestures, beat gestures, no gesture, audio) and learner modality preferences affect L2 vocabulary learning coupled with their relation to language aptitude. Sixty native or bilingual Japanese speakers watched video clips of sixty Spanish words under the above-mentioned four conditions six times. Their retention rate was measured immediately following the learning phase and after two weeks. The primary findings were (a) modalities had no relationship with the test scores; (b) learners preferred iconic gestures most; (c) modality preferences had a strong relationship to test scores; (d) the scores of their most preferred modality were significantly higher than those of other less-preferred modalities, and (e) the language aptitude score was correlated with modalities but not with modality preferences. This study suggests that learners may learn L2 vocabulary most efficiently when the modality matches their preferences.
... Research on the role of multimedia in learning outcomes was led by the Cognitive Theory of Multimedia Learning (CTML) postulating that "people learn more deeply from words and graphics than from words alone" (Mayer, 2014, p. 1). In the arena of foreign language teaching and learning this proposition has been scrutinized by incorporating multimedia into teaching and learning vocabulary (Teng, 2023), writing (Alobaid, 2020), grammar (Taghavi Takyar & Jalali, 2016), speaking (Diyyab et al., 2013), and listening (Sayyadi et al., 2024). While most of these studies agree that multimedia promotes learning outcomes and increases language learners' motivation, there is still a need for further research on the role of cutting-edge multimedia technologies in language learning and teaching. ...
Virtual Reality (VR) as an interactive, illustrative, and immersive learning environment has ample opportunities for the development of language skills. Despite a growing literature on VR-assisted language learning, the benefit of VR for L2 listening is in need of further investigation. To fill this lacuna, the current study surveyed the impact of using 360° monoscopic VR videos as pre-listening tasks on language learners’ development of listening comprehension. Sixty English as a foreign language (EFL) learners participated in the study as the control and the experimental groups. Their entry level of listening comprehension was evaluated by the B1 Preliminary listening paper before the study. Listening was taught to both groups by the comprehension-based model consisting of a pre-during-post listening cycle. The pre-listening activities of the experimental group included watching and working on 360° VR videos related to the topics of the listening parts of the textbook. The pre-listening phase of the control group included the warmup activities of the textbook. Both groups’ listening comprehension was evaluated again at the end of the study. The quantitative data analysis revealed a significant difference between the participants’ listening comprehension in favor of those who had worked with VR video as pre-listening tasks. Also, larger effect sizes for Parts 3 and 4 of the test that focused on understanding monologues were evident. The experimental group members were asked to express their perceptions of the experience of working with 360° VR videos in listening instruction by taking part in a structured interview. The results showed that almost all participants found the activities to be inspiring and pedagogically valuable.
... On the one hand, Warren et al. (2018) found that for high-intermediate English as a second language (ESL) learners, meaning recognition of target words was significantly better when words were presented with content-related pictures than when they were given text-only definitions. A follow-up study by Teng (2023b) provided further evidence for the beneficial impact on vocabulary learning measured both receptively (form and meaning recognition) and productively (form recall) of content-related videos. In his study, Chinese EFL learners encountered target items in two conditions: 1) items appeared in a content-related video (a one-sentence film clip with images representing the meaning of the word) alongside other word meaning related verbal information (definition plus background information); 2) verbal only information about the items was given. ...
... This finding, albeit in line with Boers et al. (2017) where meaning recognition gains for the target words did not significantly differ regardless of the presence or absence of the content-related nonverbal input, is different from most other previous studies investigating the role of nonverbal input in incidental vocabulary learning. In such studies, having content-related nonverbal input was found to be beneficial for form recognition (Teng, 2023b) and meaning recognition (Teng, 2023b;Warren et al., 2018), and receiving paralinguistic-related nonverbal input helped meaning recognition (Arndt & Woore, 2018). This is not surprising considering that the explicit vocabulary instruction employed in the current study likely promoted learners' "noticing" (Schmidt, 1990) of the target words. ...
... This finding, albeit in line with Boers et al. (2017) where meaning recognition gains for the target words did not significantly differ regardless of the presence or absence of the content-related nonverbal input, is different from most other previous studies investigating the role of nonverbal input in incidental vocabulary learning. In such studies, having content-related nonverbal input was found to be beneficial for form recognition (Teng, 2023b) and meaning recognition (Teng, 2023b;Warren et al., 2018), and receiving paralinguistic-related nonverbal input helped meaning recognition (Arndt & Woore, 2018). This is not surprising considering that the explicit vocabulary instruction employed in the current study likely promoted learners' "noticing" (Schmidt, 1990) of the target words. ...
This study explored the effects of different types of input (verbal-only vs. verbal plus content-related nonverbal vs. verbal plus paralinguistic-related nonverbal) on vocabulary learning from multimedia. It also investigated how learning was moderated by three learner-related factors (prior vocabulary size, phonological short-term memory (PSTM) capacity, and comprehension of the input). Forty-three English learners of French first completed a French vocabulary size test, a vocabulary pre-test, and a PSTM test online. They then viewed three sets of multimodal teaching materials, each with a different type of input condition, followed by a vocabulary post-test and a comprehension test. Findings indicated that multimodal input including additional nonverbal information was more beneficial than traditional verbal-only input for productive vocabulary knowledge gains. Additionally, comprehension of the input was the most important moderator for the learning gains, especially when the input included paralinguistic-related nonverbal information. The findings provide novel insights into theories of multimedia learning and have pedagogical implications for the design of multimodal language learning materials.
... One variable is generally between-group (two groups), and the other is withingroup or repeated measures. The analysis was performed using SPSS software version 22 [59]. ...
Background
The acquisition of a rich vocabulary is foundational to language proficiency. In the pedagogical pursuit of effective vocabulary teaching, educators explore diverse methodologies. Researchers investigated the impact of different neurocognitive, metacognitive, and socio-cultural strategies on enhancing vocabulary learning, particularly among Chinese English Language Learners.
Objectives
The study aims to determine the effectiveness of techniques derived from these theories compared to traditional teaching methods in enhancing vocabulary recall and recognition among English language learners.
Methodology
A quasi-experimental pre-test/post-test design was employed for the experimental and control groups, comprising 90 Chinese EFL learners selected from educational institutions in 2022–2023. The experimental group (n = 45) received instruction involving visual imagery, multisensory rotation, circle rotation, and mind mapping over eight sessions, while the control group (n = 45) received traditional teaching methods.
Findings
Statistical analysis, utilizing covariance and analysis of variance with SPSS software version 22, revealed significant improvements in recall and vocabulary recognition within and between the experimental and control groups.
Conclusions
The results indicate that incorporating techniques based on Neuro-Cognitive, Multimedia, Socio-Cultural, and Metacognitive theories positively influences vocabulary recall and recognition. This suggests the efficacy of these innovative methods in enhancing English language learning, highlighting their potential for broader integration into EFL instruction.
... Pengembangan game edukasi melibatkan serangkaian tahap yang sistematis. Berikut adalah tahapan umum dalam pengembangan game edukasi dengan metode waterfall [11] Informasi yang dipelajari melalui game akan lebih mudah diingat dan diterapkan dalam kehidupan nyata. ...
... Moreover, Daniels (1997) demonstrated that incorporating sign language in prekindergarten curricula significantly boosted African American children's receptive English vocabulary. These studies collectively suggest the multifaceted nature of vocabulary acquisition and the potential impact of innovative teaching methods (Cunningham, 2010;Tavanapour et al., 2022;Teng, 2023;Yawiloeng, 2020;Zhang & Zou, 2022). ...
Purpose – The primary objective of this research was to evaluate the effectiveness of multimedia tools in augmenting English vocabulary enrichment in preschool environments. This study was driven by the need to explore innovative approaches in early childhood language education and assess these tools' impact in enhancing learning experiences. Design/methods/approach – Adopting a mixed-methods approach, the study, conducted in two North Aceh preschools, evaluated multimedia integration in teaching and its impact on student outcomes, motivation, and engagement. It combined observations, document analysis, interviews, and tests, employing qualitative (educator interviews) and quantitative (vocabulary pre-and post-tests) data collection methods. Findings – The findings significantly improved students' vocabulary acquisition and active participation. Using multimedia tools in teaching and incredibly interactive PowerPoint presentations led to enhanced engagement and effectiveness in learning. Students showed marked improvements in self-confidence and language skills. The study also observed that multimedia integration fostered collaborative learning and increased technological proficiency among students. Research implications/limitations – These findings imply a potential paradigm shift in early childhood language education, suggesting incorporating multimedia tools for more engaging and compelling learning experiences. The study's limitations include its focus on specific preschool environments and the potential challenge of replicating the approach in resource-limited settings. Further research is needed to assess the approach's applicability in diverse educational contexts and its long-term impacts. Originality/value – This study offers novel insights into the application of multimedia tools in early childhood language education. It highlights how innovative teaching methods can significantly improve vocabulary skills and educational outcomes. These findings suggest impactful changes in teaching practices and pave the way for future research and potential shifts in educational policies. Paper Type Research paper
... For instance, a meta-analysis by Mitak & Chesoh, (2023) underscored the effectiveness of multi-sensory interventions in improving reading fluency and comprehension among elementary school students. The study emphasized the value of incorporating visual and kinesthetic elements into reading instruction, indicating their potential to reinforce students' understanding and retention of textual information (Teng, 2023). Such findings align with the core principles of the Rave-O strategy, which emphasizes the integration of visual elements to enhance students' comprehension and retention of textual content. ...
This systematic literature review investigates the efficacy of the Rave-O (Reading through Understanding, Visualization, and Organization) strategy in enhancing literal reading skills among elementary school students. Through a comprehensive analysis of literature published between 2020 and 2023, the study highlights several key themes. The findings underscore the positive impact of the Rave-O strategy on students' literal comprehension abilities, emphasizing its role in improving students' capacity to extract surface-level meanings from textual content. Moreover, the VOLUME 1, ISSUE NO. 5, (2023) | ISSN: 2994-9521 http://multijournals.org/index.php/excellencia-imje/index 137 review emphasizes the critical role of visual and organizational cues within the Rave-O approach in facilitating students' comprehension and retention of key concepts. The study further highlights the strategy's ability to enhance student engagement and motivation, fostering a collaborative learning environment and promoting active participation in literacy activities. Additionally, the review emphasizes the Rave-O strategy's tailored interventions for diverse student groups, particularly those facing specific learning challenges, indicating its potential as a valuable tool for promoting inclusive literacy development. These findings contribute to the ongoing discourse on effective literacy interventions and underscore the significance of implementing evidence-based strategies, such as the Rave-O approach, to foster comprehensive literacy development among elementary school students. Introduction:
... The multimedia-oriented platform of Instagram provides users with a dynamic and immersive language learning experience, incorporating a wide range of elements like videos, audios, images, and other features. The utilization of multimedia exposure has the potential to enhance vocabulary acquisition by providing a contextual, tangible, and engaging learning experience (Teng, 2022). Sobczyk-Szyma (2021) found that multimedia-rich and multimodal nature of the content on IG trigger attention and retention of vocabulary incidentally. ...
... For example, students learning computer sciences get insights into the significance of English words in different books; laboratory exercises are conducted using computer tools and devices demonstrated in English. Numerous task applications emphasize input-and output-based tasks and demand English proficiency to encourage students' engagement in honing memory formation and retention (Kaivanpanah et al., 2020) when learning EFL new words using multimedia input (Teng, 2022). In addition, it is beneficial in all aspects of modern life, including business, technology, and the financial system, to mention a few. ...
Objective: The objectives of this study are (1) to describe how the IBL approach can improve and motivate students to learn English vocabulary and (2) to explore how academy students believe the IBL approach has improved their English vocabulary. Method: This qualitative study investigates the application of the IBL approach and how students address its significance in learning activities at a Computer Science Academy in Ternate, North Maluku, Indonesia. This research sample randomly chose 15 academy students based on their IBL experience. Results: Using observation and interviews, the results show that students at the Computer Science Academy used the IBL approach toward learning English, vocabulary, planning activities, retrieving information, assignment processes, creativity skill development, and project sharing. Furthermore, students liked applying the IBL approach in the classroom, particularly in English lessons. The IBL approach also plays a crucial role in improving students' English vocabulary skills. Novelty: An essential aspect of using the IBL approach in vocabulary learning is something new that sheds light on the group collaboration process, creativity, and engagement.
