Posters, self-directed learning, and L2 vocabulary acquisition

Çetin, Yakup; Flamand, Lee

doi:10.1093/elt/ccs053

Cited by 14 publications

(10 citation statements)

References 4 publications

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“…al (2016), reporting that infographics and their design lend themselves well to the preferences of many learners due to the inherent visual component, and increase motivation for reading due to the limited amount of content. Since visual stimuli are major aspects of infographics, Çetin and Flamand (2013) argued that visual stimuli are assumed to facilitate retention, draw attention, and arouse interest. Emphasizing the influence of emotions in language classroom, McPherron and Randolph (2014) mentioned that appealing learning materials and an engaging environment can foster attention and improve learning.…”

Section: Discussionmentioning

confidence: 99%

“…One of the defining characteristics of infographics is that they provide visual stimuli. Çetin and Flamand (2013) argued that utilizing visual stimuli are assumed to draw attention, arouse interest, and facilitate retention. Moreover, Bradshaw and Porter (2017) pointed out that information that is visualized can influence the emotional side of individuals, as people instantly react to images and seek extra data when they are displayed in a simple, emotional arousing manner-images.…”

Section: Infographic Design and The Multimodality Of Presentationmentioning

confidence: 99%

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Static infographics effects on the receptive knowledge of idiomatic expressions

Alrajhi

2020

Indonesian J. Appl. Linguist.

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Idiomatic expressions are essential components of EFL learners’ linguistic repertoire. Nevertheless, learning such inherently perplexing language constructs poses a challenge to learners. Therefore, the present study was motivated by examining a modern tool (infographics) that is relatively under-researched in EFL settings and potentially conducive to fruitful vocabulary learning. Grounded in dual coding (DCT) and cognitive load (CLT) theories, this study aims to examine the effectiveness of visualizing English idioms via static infographics. Data were collected using three instruments (a pre-/post-test, an attitude questionnaire, and semi-structured interviews) in a mixed-method design. The participants consisted of 78 Arabic speaking students at a Saudi university. Divided equally into two groups, these participants were instructed to learn 60 idioms in five computer-mediated sessions. Students in the control group studied the target idioms via online texts, whereas those in the experimental group studied them via online static infographics. The findings show that despite the significant increase in the post-test scores of both groups, the treatment group outperformed the control group as indicated by the statistically significant difference in scores. Consequently, the findings signify a high potential of static infographics to foster receptive knowledge of idioms. Moreover, the participants show positive attitudes toward the utility of static infographics on learning idioms. Meanwhile, the qualitative findings reveal a number of compelling factors induced by productive constituents and adequate content of the infographics. Those factors are conducive to effective learning and retention, triggering motivation and interests, promoting autonomous and efficient learning, and attracting learners’ attention.

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Section: Discussionmentioning

confidence: 99%

Section: Infographic Design and The Multimodality Of Presentationmentioning

confidence: 99%

Static infographics effects on the receptive knowledge of idiomatic expressions

Alrajhi

2020

Indonesian J. Appl. Linguist.

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“…In this sense, outcomes from this research reveal that well-designed innovation can help learners to understand the curricular contents meaningfully and, at the same time, enjoy (though they are not yet well acquainted with the L2). Hence, innovative teaching, such as using posters to arouse creativity, has a positive effect on learning because learners get much more involved in the learning process (Cetin y Flamand, 2013). As seen during the intervention, participants enjoyed the ad hoc designed activities from the program.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2020

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“…While using authentic songs for the purpose of L2 vocabulary teaching generated the smallest effect size. This finding should be interpreted with caution since only one study has employed "posters" for the purpose of teaching L2 vocabulary items (Cetin & Flammand, 2012). Cetin and Flammand (2012) believe that using poster in the classroom provide support for the usefulness of the concept of self-directed inferential learning, raise students' awareness, arouse their interest, and will allow them to take an interest in their own surroundings.…”

Section: Technology (Technique) Typementioning

confidence: 97%

The effectiveness of L2 vocabulary instruction: a meta-analysis

Yousefi

Biria

2018

Asian. J. Second. Foreign. Lang. Educ.

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The purpose of the present meta-analysis is to the investigate the overall effectiveness of L2 vocabulary instruction and to find the moderator variables affecting its effectiveness. By defining a rigorous inclusion and exclusion criteria, a total number of 16 primary studies (N = 1008), 7 published and 9 Ph.D. dissertations, were included. Under Random-Effects Model, the overall effect size of (d = 0.80) was observed. After conducting Q test of heterogeneity, a number of moderator variables were examined; context of instruction, publication type, age and L2 learners' proficiency level. It was found that (a) studies conducted in foreign language contexts generated larger effect sizes than ones conducted in SL contexts.(b)intermediated learners show a larger effect size than advanced and elementary students. (c) child learners were better than adult learners in Learning L2 vocabulary. (d) Published studies generated larger effect size than doctoral dissertations. (e) employing "posters" for teaching L2 vocabulary items generated higher effect size than reading activities, CALL, and songs. (f) abstract words generated higher effect size than concrete ones. Possible explanations of the findings are discussed with regard to the similar meta-analyses in the field and directions for future research are proposed.

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Posters, self-directed learning, and L2 vocabulary acquisition

Cited by 14 publications

References 4 publications

Static infographics effects on the receptive knowledge of idiomatic expressions

Static infographics effects on the receptive knowledge of idiomatic expressions

Untitled

The effectiveness of L2 vocabulary instruction: a meta-analysis

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