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Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning
In the era of eLearning 4.0, many researchers have suggested that multimodal input helps to enhance second language (L2) vocabulary learning. However, previous studies on the effects of multimodal teaching have failed to yield definitive conclusions. Furthermore, only few studies on the multimodal i...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8963493/ https://www.ncbi.nlm.nih.gov/pubmed/35360594 http://dx.doi.org/10.3389/fpsyg.2022.834706 |
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author | Li, Wenwen Yu, Jia Zhang, Zina Liu, Xiaobin |
author_facet | Li, Wenwen Yu, Jia Zhang, Zina Liu, Xiaobin |
author_sort | Li, Wenwen |
collection | PubMed |
description | In the era of eLearning 4.0, many researchers have suggested that multimodal input helps to enhance second language (L2) vocabulary learning. However, previous studies on the effects of multimodal teaching have failed to yield definitive conclusions. Furthermore, only few studies on the multimodal input of vocabulary learning have aimed at junior high school students and have focused on explicit vocabulary instruction in class. To explore the effects of multimodal input on English as a foreign language (EFL) learners’ vocabulary learning and summarize effective methods, this study adopts a mixed-method approach. Based on dual coding theory and cognitive load theory, the teaching materials in this study were designed using the resources provided by the multimodal corpus iWeb and other websites. A total of 60 junior high school students who learned EFL and had a similar English proficiency level were divided into an experimental group (EG) and a control group (CG). Target words were selected through questionnaire I. During the experiment, the CG learned from monomodal materials while the EG received multimodal input, and an immediate post-test was delivered to the two groups. Questionnaire II was distributed in the EG, and five students of the EG were randomly selected for an interview. One week later, a delayed post-test was conducted on the EG and CG. The results showed that the EG performed better in the post-test but did worse than the CG in the delayed post-test. The results of the questionnaire and the interview suggest that students held both positive and negative attitudes toward the multimodal input approach in vocabulary learning. The study concludes with some implications for choosing a multimodal input approach in vocabulary learning, along with a number of suggestions on how to optimize its positive influence and minimize its negative effects. |
format | Online Article Text |
id | pubmed-8963493 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-89634932022-03-30 Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning Li, Wenwen Yu, Jia Zhang, Zina Liu, Xiaobin Front Psychol Psychology In the era of eLearning 4.0, many researchers have suggested that multimodal input helps to enhance second language (L2) vocabulary learning. However, previous studies on the effects of multimodal teaching have failed to yield definitive conclusions. Furthermore, only few studies on the multimodal input of vocabulary learning have aimed at junior high school students and have focused on explicit vocabulary instruction in class. To explore the effects of multimodal input on English as a foreign language (EFL) learners’ vocabulary learning and summarize effective methods, this study adopts a mixed-method approach. Based on dual coding theory and cognitive load theory, the teaching materials in this study were designed using the resources provided by the multimodal corpus iWeb and other websites. A total of 60 junior high school students who learned EFL and had a similar English proficiency level were divided into an experimental group (EG) and a control group (CG). Target words were selected through questionnaire I. During the experiment, the CG learned from monomodal materials while the EG received multimodal input, and an immediate post-test was delivered to the two groups. Questionnaire II was distributed in the EG, and five students of the EG were randomly selected for an interview. One week later, a delayed post-test was conducted on the EG and CG. The results showed that the EG performed better in the post-test but did worse than the CG in the delayed post-test. The results of the questionnaire and the interview suggest that students held both positive and negative attitudes toward the multimodal input approach in vocabulary learning. The study concludes with some implications for choosing a multimodal input approach in vocabulary learning, along with a number of suggestions on how to optimize its positive influence and minimize its negative effects. Frontiers Media S.A. 2022-03-11 /pmc/articles/PMC8963493/ /pubmed/35360594 http://dx.doi.org/10.3389/fpsyg.2022.834706 Text en Copyright © 2022 Li, Yu, Zhang and Liu. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Li, Wenwen Yu, Jia Zhang, Zina Liu, Xiaobin Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning |
title | Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning |
title_full | Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning |
title_fullStr | Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning |
title_full_unstemmed | Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning |
title_short | Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning |
title_sort | dual coding or cognitive load? exploring the effect of multimodal input on english as a foreign language learners’ vocabulary learning |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8963493/ https://www.ncbi.nlm.nih.gov/pubmed/35360594 http://dx.doi.org/10.3389/fpsyg.2022.834706 |
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