Unveiling the Effects of Multimedia Input on Vocabulary Enhancement and Self-Efficacy of Vietnamese EFL Learners
DOI:
https://doi.org/10.17507/tpls.1506.36Keywords:
forms of multimedia, multimedia input, self-efficacy, Vietnamese EFL learners, vocabulary enhancementAbstract
The empirical study considered exploring the effects of multimedia input on vocabulary enhancement and self-efficacy of Vietnamese EFL learners. A group of 34 English as a Foreign Language (EFL) learners at pre-intermediate level from a university in the Mekong Delta participated in this experimental study. Multimedia input was selected from three different forms, including an educational video, an animated musical fantasy film, and a song for the study’s intervention. Participants completed a questionnaire on self-efficacy in vocabulary enhancement with the selected forms of multimedia input two times and two vocabulary tests before and after the treatments of both receptive and productive vocabulary. Results showed that the learners achieved significantly better vocabulary enhancement after receiving the treatments. Furthermore, learners also had a higher self-efficacy in vocabulary learning through different forms of multimedia input. Based on the research results, implications are discussed for encouraging the integration of various forms of multimedia input in learners’ vocabulary learning.
References
Alharbi, A. M. (2019). Building vocabulary for language learning: Approach for ESL learners to study new vocabulary. Journal of International Students, 5(4), 501–511. http://doi.org/10.32674/jis.v5i4.411
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning and Technology, 5(1), 202–232.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235–245. https://doi.org/10.12973/ejmste/75275
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183–198. https://doi.org/10.1111/j.1540-4781.1996.tb01159.x
Davidson, M. M., Kaushanskaya, M., & Ellis Weismer, S. (2018). Reading comprehension in children with and without ASD: the role of word reading, oral language, and working memory. Journal of Autism & Developmental Disorders, 48 (10), 3524–3541. https://doi.org/10.1007/s10803-018-3617-7.
Devanti, Y. M., & Amalia, A. R. (2018). The use of video as a media to improve students’ vocabulary mastery. ELLITE: Journal of English Language, Literature, and Teaching, 3(1), 42–47. https://doi.org/10.32528/ellite.v3i1.1778
Duffy, P. (2007). Engaging the YouTube google‐eyed generation: Strategies for using web 2.0 in teaching and learning. European Conference on eLearning, ECEL.
Flavin, M. (2016). Home and away: The use of institutional and non-institutional technologies to support learning and teaching. Interactive Learning Environments, 24(7), 1665–1673.
Fouda, O. (2008). Computer uses in education (3rd Ed.). Elsevier Ltd.
Frydrychova Klimova, B., & Poulova, P. (2014). Forms of instruction and students’ preferences-a comparative study. In Hybrid Learning. Theory and Practice: 7th International Conference, ICHL 2014, Shanghai, China, August 8-10, 2014. Proceedings 7 (pp. 220-231). Springer International Publishing. https://doi.org/10.1007/978-3-319-08961-4_21
Gonen, K. (2018, 13–14 May). ESL Teachers’ perceptions of using technology [Conference presentation–Prezi]. English Language Symposium 2018: New perspectives in English language teaching. King Abdulaziz University.
Gu, Y. (2003). Vocabulary learning in a second language: Person, task, context and strategies. TESL-EJ, 7(2), 1–25.
Hassan Taj, I., Ali, F., Sipra, M., & Ahmad, W. (2017). Effect of technology enhanced language learning on EFL reading comprehension at tertiary level. Arab World English Journal, 8(1), 108–129. https://dx.doi.org/10.24093/awej/vol8no1.9
Hemphill, L., & Tivnan, T. (2008). The importance of early vocabulary for literacy achievement in high-poverty schools. Journal of Education for Students Placed at Risk (JESPAR), 13(4), 426–451. https://doi.org/10.1080/10824660802427710
Huong, N. T., & Chi, N. H. L. (2023). Students’ views on quizlet as a learning medium to enhance legal English vocabulary acquisition. VNU Journal of Foreign Studies, 39(3), 85–101. https://doi.org/10.63023/2525-2445/jfs.ulis.5079
Ivers, K. S., & Barron, A. E. (2002). Multimedia projects in education: Designing, producing, and assessing (2nd Ed.). Libraries Unlimited.
Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary knowledge and vocabulary use in second language writing. TESOL Journal, 7(3), 700–715. https://doi.org/10.1002/tesj.238
Katemba, C. (2019). Students’ vocabulary enhancement at grade 10: A comparative study using CALL & MALL in Indonesia. CALL-EJ, 20(1), 87–114.
Katemba, C. V. (2022). Vocabulary enhancement through multimedia learning among grade 7th EFL students. Mextesol Journal, 46(1), 1–9.
Marion, T. (2008). The effect of gestures on second language memorization by young children. Gesture, 8(2), 219–235. https://doi.org/10.1075/gest.8.2.06tel
Mathukorn, J. (2015). The effects of multimedia learning on Thai primary pupils’ achievement in size and depth of vocabulary knowledge. Journal of Education and Practice, 6(33), 72–81.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358–368. https://doi.org/10.1037/0022-0663.91.2.358
Muftah, M. (2023). Implementing animated videos to enhance vocabulary comprehension among early childhood EFL learners. MEXTESOL Journal, 47(4), 1–13.
Nation, I. S. P. (2005). Vocabulary learning through extensive reading. In G. Poedjosoedarmo (Eds.), Innovative approaches to reading and writing (pp. 10–21). RELC Anthology Series.
Nguyen, P. H. (2024). Challenges Vietnamese EFL students faced when learning and meeting the requirements of B1 English language proficiency. Journal of Language Teaching and Research, 15(3), 893–901. https://doi.org/10.17507/jltr.1503.22
Nguyen, T. T. L. (2023). My IELTS – book 1B: Preparation course: Student’s book & workbook. Hue University Publishing House and Education Solutions Vietnam Company Limited.
Rahimi, M., & Allahyari, A. (2019). Effects of multimedia learning combined with strategy-based instruction on vocabulary learning and strategy use. Sage Open, 9(2), 1–14. https://doi.org/10.1177/2158244019844081
Ramezanali, N., & Faez, F. (2019). Vocabulary learning and retention through multimedia glossing. Language Learning & Technology, 23(2), 105–124. http://doi.org/10125/44685
Rassaei, E. (2017). Effects of three forms of reading-based output activity on L2 vocabulary learning. Language Teaching Research, 21(1), 76–95. https://doi.org/10.1177/1362168815606160
Read, J. (2004). Plumbing the depths: How should the construct of vocabulary knowledge be defined? In P. Bogaards & B. Laufer (Eds.), Vocabulary in a second language: Selection, acquisition and testing (pp. 209–227). John Benjamins. http://dx.doi.org/10.1075/lllt.10.15rea
Teng, F. (2018). A learner-based approach of applying online reading to improve learner autonomy and lexical knowledge. Spanish Journal of Applied Linguistics, 31(1), 104–134. http://doi.org/10.1075/resla.15071.ten
Teng, F. (2019a). Incidental vocabulary learning for primary school students: The effects of L2 caption type and word exposure frequency. The Australian Educational Researcher, 46, 113–136. https://doi.org/10.1007/s13384-018-0279-6
Teng, F. (2019b). The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers & Education, 42, 103655. https://doi. org/10.1016/j.compedu.2019.103655
Teng, M. F. (2023). The effectiveness of multimedia input on vocabulary learning and retention. Innovation in Language Learning and Teaching, 17(3), 738–754. https://doi.org/10.1080/17501229.2022.2131791
Teng, M. F., & Zhang, D. (2023). The associations between working memory and the effects of multimedia input on L2 vocabulary learning. International Review of Applied Linguistics in Language Teaching, 61(3), 1021–1049. https://doi.org/10.1515/iral-2021-0130
Thornbury, S. (2002). How to teach vocabulary. Longman.
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.
