Vocabulary learning and retention through multimedia glossing

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dc.contributor.authorRamezanali, Nasrin
dc.contributor.authorFaez, Farahnaz
dc.date.accessioned2019-05-23T19:59:07Z
dc.date.available2019-05-23T19:59:07Z
dc.date.issued2019-06-01
dc.description.abstractDrawing on Mayer’s (2014) cognitive theory of multimedia learning, the purpose of this study was to examine which modes of gloss presentation (i.e., L2 definition, aural, and video animation) are effective for learners’ vocabulary learning and delayed word recollection. One control group and three experimental groups were formed by 132 intermediate language learners. Pre- and post-tests of productive recall and multiple-choice productive recognition were administered, and learners’ perceptions toward glossing were examined through a questionnaire and interviews. Quantitative data were analyzed using ANCOVA, and themes that emerged from the qualitative data were identified. The quantitative findings revealed that dual glossing modes were more effective than single glossing modes for many test sessions. However, single glossing was also effective for a few test sessions. The questionnaire and interview data showed that learners preferred the dual glossing mode of L2 definition and video animation. The findings provide insights for vocabulary learning and teaching.
dc.identifier.citationRamezanali, N., & Faez, F. (2019). Vocabulary learning and retention through multimedia glossing. Language Learning & Technology, 23(2), 105–124. https://doi.org/10125/44685
dc.identifier.doi10125/44685
dc.identifier.issn1094-3501
dc.identifier.urihttp://hdl.handle.net/10125/44685
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherUniversity of Texas at Austin Center for Open Educational Resources and Language Learning
dc.subjectGlossing
dc.subjectVocabulary Learning and Teaching
dc.subjectImmediate and Delayed Word Retention
dc.subjectMultimedia Learning
dc.titleVocabulary learning and retention through multimedia glossing
dc.typeArticle
dc.type.dcmiText
prism.endingpage124
prism.number2
prism.publicationnameLanguage Learning & Technology
prism.startingpage105
prism.volume23

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Volume 23 Number 2, June 2019