The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study

By Khalid Al-Seghayer. Language Learning & Technology, 2001

551 citations recorded by the source corpus.

One aspect of second language teaching via multimedia to have received attention over the past few years is the impact of glossing individual vocabulary words through different modalities. This study examines which of the image modalities--dynamic video or still picture--is more effective in aiding vocabulary acquisition. The participants, 30 ESL students, were introduced to a hypermedia-learning program, designed by the researcher for reading comprehension. The program provides users reading a narrative English text with a variety of glosses or annotations for words in the form of printed text, graphics, video, and sound, all of which are intended to aid in the understanding and learning of unknown words. A within-subject design was used in this study with 30 participants being measured under three conditions: printed text definition alone, printed text definition coupled with still pictures, and printed text definition coupled with video clips. In order to assess the efficacy of each mode, a vocabulary test was designed and administered to participants after they had read the English narrative. Two types of tests were administered: recognition and production. In addition, a face-to-face interview was conducted, and questionnaires were distributed. Results of the both tests were analyzed using analysis of variance procedures. The investigation has yielded the conclusion that a video clip is more effective in teaching unknown vocabulary words than a still picture. Among the suggested factors that explain such a result are that video better builds a mental image, better creates curiosity leading to increased concentration, and embodies an advantageous combination of modalities (vivid or dynamic image, sound, and printed text).

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/ae804f73c33b1bf8f009c0275ff36c843148d2a1

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Perspectives on Technology in Learning and Teaching Languages (2006, methodology): “…1998), error correction (Heift, 2004), using software to teach intonation and prosody (Hardison, 2005; Levis & Pickering, 2004), listening comprehension (Zhao, 1997), and glossing and multimedia annotations (Al-Seghayer, 2001; Chun & Payne, 2004; Chun & Plass, 1997; L. C. Jones & Plass, 2002).”
Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis (2013, background): “Al-Seghayer (2001) compared ESL students’ vocabulary learning in different annotation conditions and found that a video clip in combination with a text definition is more effective in teaching unknown vocabulary than a picture in combination with a text definition … .”
Using Movies in EFL Classrooms: A Study Conducted at the English Language Institute (ELI), King Abdul-Aziz University. (2016, background): “Al-Seghayer (2001) confirms that the integration of movies in the EFL classrooms is one of the most effective methods in teaching vocabulary as it provides learners with a rich context that includes a variety of interesting methods to recognize and learn vocabulary.”
Modality of input and vocabulary acquisition (2010, background): “Vocabulary learning from written text (Al-Seghayer, 2001; Chun & Plass, 1996a, 1996b; Plass et al., 1998, 2003) and aural passages (Jones & Plass, 2002) can be enhanced if new words are annotated with both verbal input and images rather than when they are annotated with only one of these stimuli.”
L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning (2006, background): “In order to confirm the effectiveness of the combination of text and picture glosses over that of text and video glosses, Al-Seghayer (2001) compared the two gloss combinations.”
The effects of captioning videos used for foreign language listening activities (2010, background): “Following Al-Seghayer (2001), Bird and Williams (2002), and Danan (1992), the prior knowledge test for each video was not given before the study so as not to cause the subjects to pay special attention to these words.”