Untangling Multimedia Effects on EFL Incidental Vocabulary Learning via Playing an Online Hidden-Object Game

Abstract

The present empirical study examined the efficacy of coupling L1 or L2 definitions with pictorial glosses on incidental vocabulary learning when L2 learners exclusively play a purposely designed hidden-object game. Elementary EFL learners (n= 162) took a vocabulary pretest and a picture recognition test (PRT) and a word recognition test (WRT) immediately after playing the game, and again two weeks later. ANOVA analyses were conducted to measure vocabulary acquisition and retention. The findings revealed that the L1 text + picture gloss group did significantly better than the other two groups in the immediate acquisition of vocabulary. Concerning vocabulary retention, the two vocabulary measurements yielded different outcomes. In PRT, the L1 text + picture gloss group kept the highest retention rate, whereas in WRT, the L2 text + picture group did better than the other groups. This study suggests that assessment methods may yield different outcomes in multimedia vocabulary learning studies.

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

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The Influence of Socio Economic Parent on Using Digital Media in Early Childhood

“…The rapid growth of technology has disrupted various aspects of human life, including in the care of children. Alghamdi (2016) found that even though technology has benefits in increasing knowledge and facilitating access to educational and learning resources, technology has disadvantages including influencing personal life, relationships with others, and early childhood health. The results The concept of child-care by parents who must activate hands-on is greatly erode by the increasing frequency of children using digital media.…”

The new educational paradigm in the COVID-19 era: Can Blackboard replace physical teaching in EFL writing classrooms?

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