The Effects of Relearning With Audiovisual Support on EFL Learner,s Vocabulary Recall

Wenhua Hsu
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Wenhua Hsu: Department of Applied English, I-Shou University Kaohsiung, Taiwan

English Literature and Language Review, 2017, vol. 3, issue 12, 124-132

Abstract: This study investigated relearning with audiovisual support. The researcher-teacher used video for her freshman English Reading class and tested its effects on word recall. To help students remember forty newly-introduced words from four news stories, two weeks later, the four news videos were broadcast in four audiovisual modes to four groups of students alternately: (1) captioned, (2) non-captioned, (3) silent captioned and (4) screen-off. Results show that the four groups of students recalled 17.65 to18.81 words on average in the second encounter with forty target words through video in different modes. Concerning the audiovisual effects on vocabulary learning, audio track only (screen-off video) prompted the participants to recall the greatest number of target words than the other three modalities. Drawing upon the cognitive theory of multimedia learning, this study aims to raise awareness of the modality effect when using video as a repetition medium for vocabulary consolidation.

Keywords: Cognitive theory of multimedia learning; Dual coding; Modality effect; Redundancy principle. (search for similar items in EconPapers)
Date: 2017
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