Multimodal effects of processing and learning contextualized L2 vocabulary

Abstract

This study examined how unimodal and bimodal learning conditions impact L2 vocabulary processing and learning, comparing reading only (RO) and reading while listening (RWL) groups. 119 high intermediate-advanced English learners read or read-while-listening a short story embedded with 25 target pseudowords, repeated 10 times each, and had their eye movements tracked. Processing was defined through two behavioral measures of individual exposure frequency: visit count (VC) to target interest areas and total reading time per visit count (TRT per visit). Three learning posttests measured form and meaning recognition and meaning recall. Processing analysis revealed (a) significantly more visits to targets in RO than RWL, and (b) significantly higher reading time per visit in RWL than RO. Learning gain scores indicated equal or superior outcome scores for RWL compared with RO on all measures. Analyses also revealed that summed VC was a significant predictor of form recognition, while summed TRT was a significant predictor of meaning recall. Results are discussed within theoretical discussions of multimodality research regarding vocabulary processing and learning, particularly in how bimodal conditions in computer-assisted language learning contexts can impact both the quantity and length of exposures, and positively influence word learning.