Impact of Different Multimedia Modalities on Vocabulary Acquisition among Second-Language English Learners: An Empirical Investigation
| المصدر: | العلوم التربوية |
|---|---|
| الناشر: | جامعة القاهرة - كلية الدراسات العليا للتربية |
| المؤلف الرئيسي: | Al-Sabbagh, Amany Abdel-Ghany (Author) |
| المجلد/العدد: | مج31, ع4 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2023
|
| الشهر: | أكتوبر |
| الصفحات: | 1 - 27 |
| ISSN: |
1110-7847 |
| رقم MD: | 1459374 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Multimedia-Assisted Learning | Vocabulary Acquisition | Language Proficiency | Non-Native Speakers | Language Education
|
| رابط المحتوى: |
| المستخلص: |
This research examined the effect of multimedia modalities on English vocabulary acquisition among non-native speakers. The sample for this research was selected from the freshmen EFL college students, Zagazig University, during the second semester of the academic year 2022/ 2023. The study aimed to compare the impact of different multimedia modalities, including video, images, audio, and text, on vocabulary acquisition and retention. To achieve this, a sample of 100 students was divided into four groups, each assigned to one of the multimedia modalities. The results revealed significant differences in vocabulary acquisition and retention among the groups, with the video-based group showing the highest improvement (25%), followed by the image-based group (18%), the audio-based group (12%), and the text-based group (7%). These findings suggest that multimedia modalities play a vital role in enhancing vocabulary learning for non-native English speakers. The research contributes to the understanding of the most effective multimedia approaches for vocabulary acquisition, with potential implications for English language education treatments and classroom practices. By exploring the use of multimedia in English language education, this research aims to improve language learning outcomes for non-native speakers. |
|---|---|
| ISSN: |
1110-7847 |
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