Vocabulary learning in a foreign language: Multimedia input, sentence-writing task, and their combination

Mark Feng Teng, Danyang Zhang

研究成果: Article同行評審

6 引文 斯高帕斯(Scopus)

摘要

This article examines the effects of task conditions (i.e., with and without a sentence-writing task), multimedia input (definition only, definition + information, definition + information + videos), and combinations of these two variables on the learning gains of new words. This study involved a 2 × 3 research design. In total, 235 Chinese EFL learners were allocated to the six conditions. Vocabulary learning outcomes were measured by pre- and post-tests on 24 target items. The results showed that the definition + information + videos group scored significantly higher than the definition + information and the definition-only groups. Additionally, the sentence-writing task increased the effectiveness of vocabulary learning versus the condition without this task. The combination of the definition + information + videos condition and sentence-writing task was identified as the most effective technique for learning lexical items. This study highlighted the effectiveness of combining multimedia input with a sentence-writing task to learn new words. Relevant teaching and theoretical implications were also discussed.

原文English
期刊Applied Linguistics Review
DOIs
出版狀態Accepted/In press - 2023
對外發佈

指紋

深入研究「Vocabulary learning in a foreign language: Multimedia input, sentence-writing task, and their combination」主題。共同形成了獨特的指紋。

引用此