Work

Effects of Multimedia Learning Combined With Strategy-Based Instruction on Vocabulary Learning and Strategy Use

Year: 2019

Type: article

Abstract: The present study investigated the impact of multimedia-assisted explicit vocabulary learning strategy (VLS) instruction on foreign language learners’ strategy use and vocabulary learning. A total of 40 learners of English as a foreign language participated in the study as the experimental ( n = 20) and control groups ( n = 20). The participants’ vocabulary knowledge, vocabulary size, and the use of VLSs were assessed prior to the study. For 15 weeks, the experimental group received a multimedia-assisted explicit VLS instruction, whereas the control group received conventional explicit VLS instruction. At the end of the experiment, the participants’ vocabulary knowledge, vocabulary size, and the use of VLS were measured again. The result of data analysis revealed that the two groups’ vocabulary learning and size were significantly different at the end of the course in favor of the experimental group. It was also revealed that incorporating multimedia in the procedure of VLS instruction had a significant impact on experimental group’s use of memory and cognitive strategies, whereas their use of metacognitive and determination strategies was not affected by the intervention.

Source: SAGE Open

DOI: 10.1177/2158244019844081

Authors: Merak Rahimi, Atefeh Allahyari

Institution: Shahid Rajaee Teacher Training University

Language: English

Topic: Second Language Acquisition and Learning

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $800