The associations between working memory and the effects of multimedia input on L2 vocabulary learning

Abstract

The efficient use of working memory (WM) increases the potential of a learner’s cognitive abilities in learning through multimedia. The present study aims to explore the role of working memory in vocabulary learning through multimedia input. In particular, we explore the possible associations between two components of WM – executive WM and phonological short-term memory (PSTM) – and the effects of three types of input conditions (Definition + Word information + Video, Definition + Word information, and Definition) on second language (L2) vocabulary learning. A total of 95 students completed learning under the three conditions and took two WM tests: a reading span test, which measures complex executive WM, and a non-word span test, which gauges PSTM. We administered a vocabulary knowledge test, which included receptive and productive vocabulary knowledge, immediately and after two weeks. Our findings, based on repeated-measures analysis of covariance (ANCOVA), support the pronounced effects of the Definition + Word information + Video condition in vocabulary learning and retention, as well as the significant role of complex and phonological WM in vocabulary learning and retention under the three conditions. Theoretical and pedagogical implications concerning the role of WM in vocabulary learning through multimedia input are discussed.

Effectiveness of captioned videos for incidental vocabulary learning and retention: the role of working memory

“…Vocabulary involves knowledge or words, including structure (morphology), use (grammar), meanings (semantics), and links to other words (word/semantic relationships) (Webb & Nation, 2017). Word learning skills were found to be related to learners' working memory (WM) (Teng & Zhang, 2021). The main objective of the present study is to explore possible incidental vocabulary learning and retention from captioned videos for young learners while considering their WM.…”

The use of Flashcards in teaching EFL vocabulary in online learning

“…The absence of vocabulary was an ongoing topic in the literature EFL learning context. It was frequently given little preference in language instruction and was often left to fend for itself in texts and language courses (Boers, 2021;Çakmak & Erçetin, 2018;Khan, Mustafa, et al, 2020;Teng & Zhang, 2021). Historically, vocabulary acquisition and instruction received scant attention in language education.…”

Editorial: Incorporating technology for teaching vocabulary to second language learners

“…Meanwhile, as L2 acquisition researchers have become increasingly more interested in applying different forms of technology in language learning, interest in incorporating technology to teach vocabulary has been also growing in recent years. An increasing number of researchers have become interested in investigating the effects of different forms of technology in vocabulary learning (e.g., Lin and Yu, 2017;Rassaei, 2020;Teng and Zhang, 2021;Lo, 2022;Muñoz et al, 2022). Several features of Web-2 technology such as sharing information and interaction in real time which promote collaborative learning made various forms of technology appealing to SLA researchers.…”