Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

Wang, Shufang; Lee, Chang In

doi:10.3389/fpsyg.2020.602520

Cited by 9 publications

(6 citation statements)

References 50 publications

(61 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The behavioral results of situation tests suggest that task performance on situationbased learning was better than on text-based learning. Other previous findings have also supported the picture superiority effect in new L2 word learning (Kost et al, 1999;Carpenter and Olson, 2012;Emirmustafaoglu and Gökmen, 2015;Rokni and Karimi, 2013;Morett, 2019;Wang and Lee, 2021). Carpenter and Olson (2012) reported that new L2 words (Swahili words) were acquired better from pictures than from translated L1 words (English words), when task-related biases (overconfidence biases) were removed from the retrieval practice and instructions.…”

Section: Introductionmentioning

confidence: 55%

Pictorial Referents Facilitate Recognition and Retrieval Speeds of Associations Between Novel Words in a Second Language (L2) and Referents

et al. 2021

View full text Add to dashboard Cite

This study reveals associative processes for novel words in a second language (L2) and their referents. Thirty Japanese participants learned associative pairs for novel words in Chinese and pictorial referents (CP), as well as novel words in Chinese and words in Japanese (CJ), against a condition in which they learned only novel words in Chinese (C). After the learning phase, participants conducted two learning condition retrieval tasks for word recognition and three recognition tasks for the source-monitoring of the referents. The correct answers for each recognition task were provided to participants after each trial. Although the correct answers in all conditions increased in both the recognition and learning condition retrieval tasks, there was no significant difference among conditions. In contrast, the response times of the correct trials in all recognition tasks and the first learning condition retrieval tasks were faster for the CP condition than the CJ condition. Additionally, in the second learning condition retrieval task, missed items in associative conditions (CP and CJ conditions) were judged to be learned items more often than unlearned items, whereas missed items in the non-associative condition (C condition) were judged to be unlearned items more than learned items. These findings suggest that pictures contribute to the recognition and retrieval speeds of associations between novel words in L2 and referents, and that associative learning of L2 words and referents could enhance more familiarity effects than the learning of L2 words only.

show abstract

Section: Introductionmentioning

confidence: 55%

Pictorial Referents Facilitate Recognition and Retrieval Speeds of Associations Between Novel Words in a Second Language (L2) and Referents

et al. 2021

View full text Add to dashboard Cite

show abstract

“…An increasing body of evidence suggests that exposure to digital language materials significantly enhances learners' vocabulary comprehension and acquisition when compared to traditional printed materials (Bui et al, 2020;Cong-Lem and Lee, 2020). For instance, video lectures, as a prominent form of online instructional resource, are highly favored by EFL learners due to their inherent advantages (Ramezanali and Faez, 2019;Kokoc et al, 2020;Wang and Lee, 2021). Video captions effectively synchronize audio-visual input channels and guide learners' attention, promoting deeper word processing and vocabulary acquisition (Montero Perez et al, 2015, 2018Teng, 2019;Wang, 2019;Ouyang et al, 2020).…”

Section: The Advantage Of Learning Efl Vocabulary Onlinementioning

confidence: 99%

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

Zhou,

2024

Front. Psychol.

View full text Add to dashboard Cite

With the popularity of learning vocabulary online among English as a Foreign Language (EFL) learners today, educators and researchers have been considering ways to enhance the effectiveness of this approach. Prior research has underscored the significance of contextual clues in vocabulary acquisition. However, few studies have compared the context provided by instructional materials and that generated by learners themselves. Hence, this present study sought to explore the impact of internal-generated contextual clues in comparison to those provided by instructional materials on EFL learners’ online vocabulary acquisition. A total of 26 university students were enrolled and underwent electroencephalography (EEG). Based on a within-subjects design, all participants learned two groups of vocabulary words through a series of video clips under two conditions: one where the contexts were externally provided and the other where participants themselves generated the contexts. In this regard, participants were tasked with either viewing contextual clues presented on the screen or creating their own contextual clues for word comprehension. EEG signals were recorded during the learning process to explore neural activities, and post-tests were conducted to assess learning performance after each vocabulary learning session. Our behavioral results indicated that comprehending words with internal-generated contextual clues resulted in superior learning performance compared to using context provided by instructional materials. Furthermore, EEG data revealed that learners expended greater cognitive resources and mental effort in semantically integrating the meaning of words when they self-created contextual clues, as evidenced by stronger alpha and beta-band oscillations. Moreover, the stronger alpha-band oscillations and lower inter-subject correlation (ISC) among learners suggested that the generative task of creating context enhanced their top-down attentional control mechanisms and selective visual processing when learning vocabulary from videos. These findings underscored the positive effects of internal-generated contextual clues, indicating that instructors should encourage learners to construct their own contexts in online EFL vocabulary instruction rather than providing pre-defined contexts. Future research should aim to explore the limits and conditions of employing these two types of contextual clues in online EFL vocabulary learning. This could be achieved by manipulating the quality and understandability of contexts and considering learners’ language proficiency levels.

show abstract

“…Furthermore, most previous studies have investigated the effectiveness of multimodal input on incidental L2 vocabulary acquisition from reading or listening, and these studies mainly focused on vocabulary form (Çakmak & Erçetin, 2018; Pavia et al, 2019; Wang & Lee, 2021). Few studies have compared the effects of text-first multimodal input (L1 translations before pictures) and picture-first multimodal input (pictures before L1 translations) on explicit L2 vocabulary meaning learning and retention.…”

Section: Literature Reviewmentioning

confidence: 99%

Text First or Picture First? Evaluating Two Modes of Multimodal Input for EFL Vocabulary Meaning Acquisition

Liu

2022

Sage Open

View full text Add to dashboard Cite

Several studies and assumptions support the advantages of presenting pictures before texts, such as the Sequencing Effects of Integrated Model of Text and Picture Comprehension (the Sequencing Effects of ITPC Model) and the Scaffolding Assumption. However, few studies have examined the efficacy of text-first or picture-first multimodal input on second language (L2) learners’ vocabulary meaning acquisition. To examine whether the assumptions can be applied to the L2 vocabulary context, this study compares the effect of text-first and picture-first multimodal input on English as a Foreign Language (EFL) learners’ word meaning learning and retention. The multimodal materials in this study included written forms of English words, audio, first language (L1) translations and pictures. For text-first input, Chinese translations preceded pictures while it was the reverse for picture-first input. Pre-, post-, and delayed post-tests were conducted to examine learners’ gains and retention of word meaning. The results showed that though both groups achieved significant gains, participants learning with picture-first input performed significantly better and reported positive attitudes. This study reveals the advantageous effects of presenting pictures before L1 translations on L2 vocabulary meaning learning, thus indicating that the Sequencing Effects of IPTC Model and the Scaffolding Assumption can be applied to the L2 multimodal vocabulary learning context, and providing pedagogical implications for EFL teachers and material developers.

show abstract

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

Cited by 9 publications

References 50 publications

Pictorial Referents Facilitate Recognition and Retrieval Speeds of Associations Between Novel Words in a Second Language (L2) and Referents

Pictorial Referents Facilitate Recognition and Retrieval Speeds of Associations Between Novel Words in a Second Language (L2) and Referents

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

Text First or Picture First? Evaluating Two Modes of Multimodal Input for EFL Vocabulary Meaning Acquisition

Contact Info

Product

Resources

About