L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners

Wong, Kevin; Samudra, Preeti

doi:10.1080/09588221.2019.1666150

Cited by 32 publications

(26 citation statements)

References 45 publications

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“…In other words, vocabulary knowledge and depth of understanding exist on a continuum whereby identifying a word through expressive language suggests a deeper understanding of the word than identifying a word by pointing to it (i.e., using receptive language skills). These distinctions are consistent with studies of early childhood vocabulary development through educational media (Verhallen & Bus, 2010; Wong & Samudra, 2021). Across both studies, making small changes to the mechanisms on screen supported children’s emerging understandings of new words at least in the receptive arena.…”

Section: Discussionsupporting

confidence: 88%

Can small changes matter? Reducing cognitive load in educational media supports low-income preschoolers’ vocabulary learning.

Samudra¹,

Wong²,

Neuman³

2022

Journal of Educational Psychology

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Preschoolers can learn vocabulary from educational videos, but children from low-income backgrounds often do not learn as effectively as their higher income peers. We investigated whether adding attention-directing cues to media (Study 1) and slowing the pacing of media (Study 2) supported vocabulary learning for preschoolers from low-income homes. We hypothesized that children would benefit from the reduced top-down processing demands in Study 1 (N = 80), and from the additional processing time in Study 2 (N = 70). Both studies utilized counterbalanced within-subjects designs with each child participating in both the experimental (added cues or slowed pacing) and control condition. Results showed that children performed better on receptive vocabulary posttests when attention cues were added (Study 1) and when the pacing was slower (Study 2) compared with the controls, though effects sizes were small. There were no differences by condition for expressive vocabulary. In Study 2 (slower pacing), we measured visual attention to videos using eye-tracking to see if the slow pacing could sustain children’s attention to the video as effectively as the standard pacing. No differences in attention were observed between the slower and standard paced videos. However, attention predicted learning more strongly in the standard paced videos than the slower paced videos, suggesting that visual attention was less of a limiting factor for learning in the slower paced videos. Overall, findings suggest that reducing the cognitive load of educational media can be beneficial for vocabulary learning for children from low-income homes.

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Section: Discussionsupporting

confidence: 88%

Can small changes matter? Reducing cognitive load in educational media supports low-income preschoolers’ vocabulary learning.

Samudra¹,

Wong²,

Neuman³

2022

Journal of Educational Psychology

Self Cite

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“…Unlike alphabet knowledge and phonetic notation, vocabulary is unconstrained by the knowledge to be acquired or the duration of learning (Paris, 2005) making it challenging to indicate an ideal number of words to include in a vocabulary study with young children (Marulis & Neuman, 2013). Hence, in line with other vocabulary studies with early childhood populations (Krcmar & Cingel, 2019;Strouse, O'Doherty, & Troseth, 2013;Wong & Samudra, 2019), the current study selected nine words to indicate vocabulary learning from each condition. The withinsubjects variable was the instructional context (3: participatory, narrative, and expository) used to teach L2 vocabulary.…”

Section: Methodsmentioning

confidence: 99%

“…Dual‐coding theory is often used in media research because media is a platform that delivers information to viewers through audio and visual supports. Moreover, DLLs may benefit from educational content presented on screens because content is dually scaffolded through media (Wong & Samudra, 2019). In each of the conditions of the current study, educational media clips provide dynamic visual and auditory sources of input that scaffold language and word learning for DLLs.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

L2 vocabulary learning from educational media: The influence of screen‐based scaffolds on the incidental–intentional continuum

2021

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This study examines the potential of educational media to provide preschool-aged dual language learners (DLLs) with vocabulary in a new language. Drawing from dual-coding theory, the current study investigated how three distinct instructional contexts with varying degrees of incidental-intentional vocabulary exposure on screen might facilitate second language (L2) vocabulary development. Instructional contexts included participatory contexts that engaged viewer attention and elicited viewer response surrounding a vocabulary word (least incidental, most intentional), expository contexts that provided explicit visual-auditory vocabulary scaffolds (somewhat incidental, somewhat intentional), and narrative contexts that embedded vocabulary words in conversations within a storyline (most incidental, least intentional). The study used a within-subjects design with 50 preschool-aged DLLs. Children watched nine 2-minute video clips, followed by vocabulary knowledge assessments. Findings indicate that instructional contexts were differentially facilitative in helping DLLs identify words in a new language, F(1, 47) = 11.003, p = .002. Moreover, L2 proficiency moderated the influence of instructional contexts on vocabulary identification but not word meaning. Results suggest that media programs with relatively intentional exposure to vocabulary

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“…Dual code processing works initially by associating the information with visual memory before dispersing it to other areas within the brain [33][34][35]. Thanks to this process, the information would be received faster and more effectively by the rest of the brain.…”

Section: Dual Codingmentioning

confidence: 99%

Theoretical and Instructional Aspects of Using Multimedia Resources in Language Education: A Cognitive View

Hung

Van

et al. 2021

Studies in Big Data

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Multimedia resources in the twenty-first century primarily consist of verbal and audio-visual representations that, if properly processed, make it possible to create an integrated mental model of learning. Although these tools are commonly used in language education, successful use of multimedia learning resources in second language teaching and learning contexts remains a challenge. In particular, although much of how learners learn from verbal representations is understood, there is less insight into visual knowledge processing, either alone or in conjunction with texts in language teaching. This chapter aims to provide a set of theoretical frameworks and a realistic planning structure designed to inform the planning and design of more efficient digital content integration into language teaching and learning contexts. Based on a cognitive linguistics view aligned with dual coding and cognitive load theory, the chapter critically reviews and presents the differences in the way verbal and visual texts and pictures represent knowledge to second language learners. The next segment addresses issues in building a multimedia learning culture. Also, the role of individual differences in the processing of multimedia resources is highlighted. The chapter concludes with methodological recommendations on the crucial part of interdisciplinary analysis and evaluation methods in this field.

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L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners

Cited by 32 publications

References 45 publications

Can small changes matter? Reducing cognitive load in educational media supports low-income preschoolers’ vocabulary learning.

Can small changes matter? Reducing cognitive load in educational media supports low-income preschoolers’ vocabulary learning.

L2 vocabulary learning from educational media: The influence of screen‐based scaffolds on the incidental–intentional continuum

Theoretical and Instructional Aspects of Using Multimedia Resources in Language Education: A Cognitive View

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