The impact of verbal and nonverbal auditory resources on explicit foreign language vocabulary learning

Kaplan-Rakowski, Regina; Loranc‐Paszylk, Barbara

doi:10.1016/j.system.2019.102114

Cited by 15 publications

(6 citation statements)

References 29 publications

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“…The results indicate that adding spoken text did not lead to students' vocabulary gains because it caused an unnecessary distraction. Kaplan-Rakowski and Loranc-Paszylk ( 2019 )'s study also obtained the same results. In contrast, some studies showed that audio glosses seem to be more useful than textual glosses for promoting vocabulary learning (e.g., Rassaei, 2018 ; Ramezanali and Faez, 2019 ).…”

Section: Literature Reviewsupporting

confidence: 66%

“…Some studies revealed that students who were exposed to audio glosses achieved higher vocabulary scores than those having access to textual glosses (Rassaei, 2018 ; Ramezanali and Faez, 2019 ). However, the findings of research conducted by Kaplan-Rakowski and Loranc-Paszylk ( 2019 ) and Yeh and Wang ( 2003 ) concluded that the provision of audio glosses, such as word pronunciation, was not conducive to vocabulary learning and retention. In addition, there have been inconclusive results regarding reading comprehension (Ariew and Ercetin, 2004 ; Bowles, 2004 ; Lee and Lee, 2015 ; Taylor, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

Wang

Lee

2021

Front. Psychol.

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Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language (EFL) in four classes participated in the study and were exposed to one of the four conditions: (a) L2 definition only, (b) L2 definition coupled with audio, (c) L2 definition plus video, and (d) L2 definition with picture. Participants were asked to read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest–posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19.

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Section: Literature Reviewsupporting

confidence: 66%

Section: Introductionmentioning

confidence: 99%

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

Wang

Lee

2021

Front. Psychol.

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“…In addition, verbal auditory information has commonly been adopted for delivering instructional content and can explicitly connect the form of a word (through pronunciation) with its meaning. Adopting verbal auditory information in multimodal vocabulary instruction is standard practice (Kaplan-Rakowski et al, 2019). However, few studies have examined the effect of pronunciation in combination with text-first or picture-first material.…”

Section: Literature Reviewmentioning

confidence: 99%

Text First or Picture First? Evaluating Two Modes of Multimodal Input for EFL Vocabulary Meaning Acquisition

Liu

2022

Sage Open

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Several studies and assumptions support the advantages of presenting pictures before texts, such as the Sequencing Effects of Integrated Model of Text and Picture Comprehension (the Sequencing Effects of ITPC Model) and the Scaffolding Assumption. However, few studies have examined the efficacy of text-first or picture-first multimodal input on second language (L2) learners’ vocabulary meaning acquisition. To examine whether the assumptions can be applied to the L2 vocabulary context, this study compares the effect of text-first and picture-first multimodal input on English as a Foreign Language (EFL) learners’ word meaning learning and retention. The multimodal materials in this study included written forms of English words, audio, first language (L1) translations and pictures. For text-first input, Chinese translations preceded pictures while it was the reverse for picture-first input. Pre-, post-, and delayed post-tests were conducted to examine learners’ gains and retention of word meaning. The results showed that though both groups achieved significant gains, participants learning with picture-first input performed significantly better and reported positive attitudes. This study reveals the advantageous effects of presenting pictures before L1 translations on L2 vocabulary meaning learning, thus indicating that the Sequencing Effects of IPTC Model and the Scaffolding Assumption can be applied to the L2 multimodal vocabulary learning context, and providing pedagogical implications for EFL teachers and material developers.

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“…by adding them in different locations on the screen (Abuseileek, 2011). It can be further adopted in CALL reading environment by a combination of various glossing modes, such as textual with video animations (Akbulut, 2007), textual plus music and sound (Kaplan-Rakowski & Loranc-Paszylk, 2019). Glosses can be categorized into different types.…”

Section: Glosses and Multimedia Glossesmentioning

confidence: 99%

Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

Durongbhandhu¹,

Suwanasilp²

2021

ELT

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Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well.

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The impact of verbal and nonverbal auditory resources on explicit foreign language vocabulary learning

Cited by 15 publications

References 29 publications

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

Text First or Picture First? Evaluating Two Modes of Multimodal Input for EFL Vocabulary Meaning Acquisition

Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

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