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Untangling Multimedia Effects on EFL Incidental Vocabulary Learning via Playing an Online Hidden-Object Game

Untangling Multimedia Effects on EFL Incidental Vocabulary Learning via Playing an Online Hidden-Object Game

Emad A. Alghamdi
Copyright: © 2016 |Volume: 6 |Issue: 1 |Pages: 16
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781466692800|DOI: 10.4018/IJCALLT.2016010102
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MLA

Alghamdi, Emad A. "Untangling Multimedia Effects on EFL Incidental Vocabulary Learning via Playing an Online Hidden-Object Game." IJCALLT vol.6, no.1 2016: pp.24-39. http://doi.org/10.4018/IJCALLT.2016010102

APA

Alghamdi, E. A. (2016). Untangling Multimedia Effects on EFL Incidental Vocabulary Learning via Playing an Online Hidden-Object Game. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(1), 24-39. http://doi.org/10.4018/IJCALLT.2016010102

Chicago

Alghamdi, Emad A. "Untangling Multimedia Effects on EFL Incidental Vocabulary Learning via Playing an Online Hidden-Object Game," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 6, no.1: 24-39. http://doi.org/10.4018/IJCALLT.2016010102

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Abstract

The present empirical study examined the efficacy of coupling L1 or L2 definitions with pictorial glosses on incidental vocabulary learning when L2 learners exclusively play a purposely designed hidden-object game. Elementary EFL learners (n= 162) took a vocabulary pretest and a picture recognition test (PRT) and a word recognition test (WRT) immediately after playing the game, and again two weeks later. ANOVA analyses were conducted to measure vocabulary acquisition and retention. The findings revealed that the L1 text + picture gloss group did significantly better than the other two groups in the immediate acquisition of vocabulary. Concerning vocabulary retention, the two vocabulary measurements yielded different outcomes. In PRT, the L1 text + picture gloss group kept the highest retention rate, whereas in WRT, the L2 text + picture group did better than the other groups. This study suggests that assessment methods may yield different outcomes in multimedia vocabulary learning studies.

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