Effects of Multimedia Vocabulary Annotations and Learning Styles on Vocabulary Learning

Yeh, Yuli; Wang, Chai-wei

doi:10.1558/cj.v21i1.131-144

Cited by 127 publications

(102 citation statements)

References 10 publications

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“…Also, 21 % students agreed and 29 % students slightly disagreed. Their responses seem to support previous studies that comparing to text-only, picture-only, or text plus picture, video which is the combination of text, picture and audio was the most effective type of "annotation" to facilitate vocabulary learning (Al-Seghaver, 2001;Yeh & Wang, 2003 ). The possible explanation is that the picture provides learners visual input so that they can imagine the "context" while the audio input helps to deepen the image by saying the words and lines out.…”

Section: The Level Of Vocabulary In Tv Drama Is Appropriate For Mesupporting

confidence: 84%

Learning L2 Vocabulary with American TV Drama From the Learner’s Perspective

Wang¹

2012

ELT

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Following the trend of computer assisted language learning (CALL), in Taiwan, most language classes now have equivalent media support for language teachers and learners. Implementing videos into classroom activities is one of the choices. The current study explores the process of implementing American TV drama in L2 vocabulary learning from learners' perspectives. Twenty-eight Taiwanese EFL adult learners participate in the study. Authentic video clips from three different American dramas-"How I met your mother", "The King of Queens", and "Reba" are adopted. After three sessions of class activities including clip watching, class discussion, word listing, etc., students complete a 4-likert scale questionnaire and are individually interviewed by the researcher to give their opinions. The results reveal positive comments on the facilitative role of TV drama in learning new vocabulary as previous studies suggested, but learners' comments point out some crucial factors while learning L2 vocabulary with TV drama. First of all, the interest level and the familiarity of the content is an important factor. In addition, the images, subtitles and repetition help participants to "remember" the target words. Other factors such as the authenticity of the language, the contextual meaning of the words, and the dramatic performances all contribute to the learning of the L2 vocabulary. In the end of the study, working memory system, the context, acquisition-learning hypothesis (Krashen, 1981), and noticing hypothesis (Schmidt, 1990) are further discussed.

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Section: The Level Of Vocabulary In Tv Drama Is Appropriate For Mesupporting

confidence: 84%

Learning L2 Vocabulary with American TV Drama From the Learner’s Perspective

Wang¹

2012

ELT

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“…He discovered that the subjects who used annotations on two or more occasions performed significantly better on the vocabulary test, but no significant difference was found in the text comprehension. Another study that includes sound annotation in the investigation is a study by Yeh and Wang (2003). EFL students in Taiwan were divided into three groups with three types of annotations: textual definition; textual definitions and pictures; and textual definitions, pictures, and sounds.…”

Section: Review Of Literaturementioning

confidence: 99%

Effects of Multimedia Annotations on Thai EFL Readers’ Words and Text Recall

Gasigijtamrong¹

2013

ELT

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This study aimed to investigate the effects of using multimedia annotations on EFL readers' word recall and text recall and to explore which type of multimedia annotations -L1 meaning, L2 meaning, sound, and imagewould have a better effect on their recall of new words and text comprehension. The participants were 78 students who enrolled in an Intermediate EFL course at a university in the north of Thailand. Five instrumentsa questionnaire, a vocabulary pre-test, a computerized log-file, and two posttests: a vocabulary test and a text recall test -were used to collect data. First, the participants responded to the questionnaire and the pre-test in the classroom. One week later, they read a hypertext equipped with multimedia annotations in the computer laboratory while the log files recorded their selections of words and annotations. Immediately after that, they answered the two post-tests. Three weeks later, a vocabulary test was given to the participants again without informing in advanced. The results revealed that (1) accessing multimedia annotations led to significantly greater vocabulary recall (42%) among Thai EFL learners; (2) their retention lasted at least three weeks after being exposed to the multimedia-annotated text; (3) they recalled words with images significantly better than those with no images; (4) they recalled about 31% of the text with multimedia annotations; and (5) no significant difference was found regarding the effects of using different types of multimedia annotations on learners' word recall and text recall when compared between learners.

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“…Many studies have examined and reported the positive effects of visual glosses (e.g., pictures or images) in second language (L2) vocabulary acquisition in multimodal environments (Chun & Plass, 1996;Lomicka, 1998;Al-Seghayer, 2001;Yoshii & Fraitz, 2002;Yeh & Wang, 2003;Sato & Suzuki, 2010). These results are underpinned by the Dual Coding Theory (Paivio, 1971) for multimedia learning (Mayer & Sim, 1994), which states that presenting information in both verbal and visual modes leads to longer retention of the target information than with only one code.…”

Section: Introductionmentioning

confidence: 99%

“…Instead, they tended to focus on the appropriate combination of different glosses; Chun & Plass (1996) claim the combination of verbal and pictorial glosses is more effective in incidental L2 vocabulary learning than only presenting verbal or pictorial gloss. Yeh & Wang (2003) also stressed that the combination of verbal and pictorial glosses can increase target vocabulary retention more than integrating three gloss types: verbal, picture, and sound, and only one gloss type. As information presentation with multimodal functions has been developing, the impact of different visual glosses based on the same image should be examined.…”

Section: Introductionmentioning

confidence: 99%

Could a multimodal dictionary serve as a learning tool? An examination of the impact of technologically enhanced visual glosses on L2 text comprehension

Sato

2016

eurocall

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This study examines the efficacy of a multimodal online bilingual dictionary based on cognitive linguistics in order to explore the advantages and limitations of explicit multimodal L2 vocabulary learning. Previous studies have examined the efficacy of the verbal and visual representation of words while reading L2 texts, concluding that it facilitates incidental word retention. This study explores other potentials of multimodal L2 vocabulary learning: explicit learning with a multimodal dictionary could enhance not only word retention, but also text comprehension; the dictionary could serve not only as a reference tool, but also as a learning tool; and technology-enhanced visual glosses could facilitate deeper text comprehension. To verify these claims, this study investigates the effects of multimodal representations on Japanese students learning L2 locative prepositions by developing two online dictionaries, one with static pictures and one with animations. The findings show the advantage of such dictionaries in explicit learning; however, no significant differences are found between the two types of visual glosses, either in the vocabulary or in the listening tests. This study confirms the effectiveness of multimodal L2 materials, but also emphasizes the need for further research into making technologically enhanced materials more effective.

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Effects of Multimedia Vocabulary Annotations and Learning Styles on Vocabulary Learning

Cited by 127 publications

References 10 publications

Learning L2 Vocabulary with American TV Drama From the Learner’s Perspective

Learning L2 Vocabulary with American TV Drama From the Learner’s Perspective

Effects of Multimedia Annotations on Thai EFL Readers’ Words and Text Recall

Could a multimodal dictionary serve as a learning tool? An examination of the impact of technologically enhanced visual glosses on L2 text comprehension

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