A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning

Zhang, Ruofei; Zou, Di

doi:10.1080/09588221.2021.1896555

Cited by 40 publications

(10 citation statements)

References 64 publications

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“…The findings are also in line with multimodal studies (Chun and Plass, 1996 ; Yoshii and Flaitz, 2002 ; Khezrlou et al, 2017 ; Chen et al, 2019 ; Ramezanali and Faez, 2019 ; Alzahrani and Roberts, 2021 ). Previous studies on multimodal input mainly focused on enhancing vocabulary learning followed to a lesser degree by listening comprehension, reading comprehension, and grammar learning (Zhang and Zou, 2021 ). No studies so far have examined the effect of multimodal input on phrases, and thus this study supports the effectiveness of multimodal input in promoting L2 learning.…”

Section: Discussionmentioning

confidence: 99%

“…The learning outcome of multimodal input could be influenced by several factors: learners' working memory capacity (Acha, 2009 ; Gruhn et al, 2020 ), cognitive burden induced by multimedia input (Zhang and Zou, 2021 ), and conveyed information (Zhang and Zou, 2021 ). When the cognitive load overburdens the learners' working memory capacity, or the material is not well-designed, multimedia input may be a cognitive burden and therefore result in unsatisfactory learning outcomes (Acha, 2009 ; Chen et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…One possible concern is that multimodal input carries the risk of causing cognitive overload in the learners. Although previous studies have identified an overall positive effect of multimodal input on L2 lexical learning, there are still conflicting results on its exact effects (Zhang and Zou, 2021 ). Due to a higher cognitive load, redundant information on the same stimulus may result in a negative impact on learning (Sweller, 2005 ).…”

Section: Introductionmentioning

confidence: 98%

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English Phrase Learning With Multimodal Input

Huang

Zhang

et al. 2022

Front. Psychol.

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Although multimodal input has the potential to lead to more sound learning outcomes, it carries the risk of causing cognitive overload, making it difficult to determine the exact effects of multimodal input on the second language (L2) phrase learning. This study tests the efficacy of multimodal input on L2 phrase learning. It adopts a mixed-method approach by utilizing both quantitative and qualitative data. The experimental design is a 2 × 3 mixed model, with a group [the experimental group (EG) and the control group (CG)] as the between-subject factor and time (pretest, midtest, and posttest) as the within-subject factor. A total of 66 participants were divided into two groups. All materials incorporated three aspects of phrase knowledge (form, meaning, and use), but the materials of the CG were unimodal in that they were offered only on paper, and of the EG were multimodal in that they included pictures, audio recordings, and video clips. After the treatment, a questionnaire and a semi-structured interview were given to the EG learners to explore their perceptions of using multimodal materials to learn L2 phrases. The results indicate that both groups had significant gains in learning phrases, but students with the multimodal input achieved significantly better results than those with the unimodal input. Moreover, the EG students had a generally positive attitude toward the use of multimodal resources. This study validates the efficacy of multimodal input on the acquisition of English phrases and shows that cognitive overload was avoided by sequencing the information.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

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English Phrase Learning With Multimodal Input

Huang

Zhang

et al. 2022

Front. Psychol.

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“…It is suggested, thus, that practitioners should consider the processes involved in each task to impose the minimum cognitive load instead of mindlessly misusing such learning materials, especially under conditions where the wide availability of audiovisual input from the Internet and streaming platforms means that language learners can be easily overwhelmed by being exposed to large amounts of multimodal language input ( Webb, 2015 ). In conclusion, even though the application of the multimodal input method is gaining attention and becoming popular in teaching, and using it is considered as a signal of keeping up with the trend ( Zhang and Zou, 2021 ), the advantages and disadvantages should be critically analyzed before putting it into practice.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning

Zhang

et al. 2022

Front. Psychol.

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In the era of eLearning 4.0, many researchers have suggested that multimodal input helps to enhance second language (L2) vocabulary learning. However, previous studies on the effects of multimodal teaching have failed to yield definitive conclusions. Furthermore, only few studies on the multimodal input of vocabulary learning have aimed at junior high school students and have focused on explicit vocabulary instruction in class. To explore the effects of multimodal input on English as a foreign language (EFL) learners’ vocabulary learning and summarize effective methods, this study adopts a mixed-method approach. Based on dual coding theory and cognitive load theory, the teaching materials in this study were designed using the resources provided by the multimodal corpus iWeb and other websites. A total of 60 junior high school students who learned EFL and had a similar English proficiency level were divided into an experimental group (EG) and a control group (CG). Target words were selected through questionnaire I. During the experiment, the CG learned from monomodal materials while the EG received multimodal input, and an immediate post-test was delivered to the two groups. Questionnaire II was distributed in the EG, and five students of the EG were randomly selected for an interview. One week later, a delayed post-test was conducted on the EG and CG. The results showed that the EG performed better in the post-test but did worse than the CG in the delayed post-test. The results of the questionnaire and the interview suggest that students held both positive and negative attitudes toward the multimodal input approach in vocabulary learning. The study concludes with some implications for choosing a multimodal input approach in vocabulary learning, along with a number of suggestions on how to optimize its positive influence and minimize its negative effects.

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“…Hence, English educators may also consider employing various activities that help the learner access the cognates incidentally. For instance, using multimedia technology to expose the learners to selective video clips containing the target cognates may increase their encountering of the vocabulary as well as further encourage their motivation in language learning (Zhang & Zou, 2021).…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

Yu¹

2021

FELT

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This lexical study aims to establish a frequency-based Turkish-English Loanword Cognates Word List (TELCWL) to assist Turkish English learners' improvement in English language learning and the corresponding pedagogical practice. A final list of 582 Turkish-English loan-based cognate word pairs was derived from the New General Service List (NGSL) and the Frequency Dictionary of Turkish (FDT). For pedagogical purposes, the TELCWL was divided into five sublists with different features of the cognates in spelling and pronunciation. The coverages of the TELCWL were particularly high in discipline and field-specific corpora on average compared to general service written (5%) and spoken corpora (3.5%), accounting for more than 7%. This result suggests that the TELCWL may be more beneficial for enhancing learners' reading and writing ability; in addition, not only general Turkish English learners but also learners who need to improve their English language proficiency in specific disciplines can benefit from the TELCWL. Further pedagogical implications are made for English instructors regarding the employment of the TELCWL in English classrooms in Turkey.

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A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning

Cited by 40 publications

References 64 publications

English Phrase Learning With Multimodal Input

English Phrase Learning With Multimodal Input

Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

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