The effects of input modality on novel L2 vocabulary processing during reading: A closer look into attention and awareness

Abstract

Digital tools such as audiobooks enable language learners to read and listen to a text simultaneously. Access to such bimodal input has been argued to enhance L2 vocabulary learning from reading by directing learners’ attention to novel words and facilitating the development of form-meaning links (Long, 2017). However, research on the cognitive processes underlying vocabulary learning from bimodal input remains limited. This study compared L2 readers’ attention and awareness levels of novel words under reading-only (RO) and reading-while-listening (RWL) conditions. Sixty-three L2 English speakers were randomly assigned to RO and RWL groups and read a 9500-word text containing 24 target pseudowords over two days while their eye movements were recorded. Attention was assessed through eye-tracking data, while awareness levels and learning of the target pseudowords were assessed using retrospective verbal reports and a form recognition test. Results indicated similar levels of attention and awareness across both groups. However, a positive relationship between attention and awareness emerged only in the RO group. These results suggest that while bimodal input may not significantly affect L2 readers’ attention or awareness levels, it influences the relationship between these constructs. Additionally, both attention and awareness predicted word form learning, indicating their importance in vocabulary learning.