Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning

Although multimodality has been addressed in the educational psychology arena, this study evaluates the effects of presentation modality in the retention and transfer of concrete vocabulary in students of English as a second language. The participants were 104 second year university students belongi...

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Auteurs principaux:	Farías,Miguel, Obilinovic,Katica, Orrego,Roxana, Gregersen,Tammy
Langue:	English
Publié:	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje 2014
Sujets:	Multimodality redundancy principle retention transference SLA
Accès en ligne:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342014000100002
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spelling	oai:scielo:S0718-093420140001000022014-03-26Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learningFarías,MiguelObilinovic,KaticaOrrego,RoxanaGregersen,Tammy Multimodality redundancy principle retention transference SLA Although multimodality has been addressed in the educational psychology arena, this study evaluates the effects of presentation modality in the retention and transfer of concrete vocabulary in students of English as a second language. The participants were 104 second year university students belonging to three groups. Group 1 (n=32) was exposed to vocabulary through on screen text and narration (Group TN); group 2 (n=42) was exposed to on screen text, narration and video (Group TNV); and group 3 (n=30) was presented vocabulary via on screen text, narration and still image (Group TNI). All three groups were given a retention test (RT), a transfer test (TT), and a questionnaire to evaluate the type of presentation (TPQ). Results indicate that in the RT there are statistically significant differences among groups (ANOVA), being the TNI group the one that retains more lexical items. In the TT, using the t-student, results show that there are significant differences between groups TNI and TN, being group TNI the one with the highest scores. Results from the TPQ suggest that still images helped more than text and video in vocabulary learning, that actions are better represented through videos than through still images, and that more attention is paid to narration in group TN than in groups TNV and TNI.info:eu-repo/semantics/openAccessPontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del LenguajeRevista signos v.47 n.84 20142014-03-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342014000100002en10.4067/S0718-09342014000100002
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Multimodality redundancy principle retention transference SLA
spellingShingle	Multimodality redundancy principle retention transference SLA Farías,Miguel Obilinovic,Katica Orrego,Roxana Gregersen,Tammy Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning
description	Although multimodality has been addressed in the educational psychology arena, this study evaluates the effects of presentation modality in the retention and transfer of concrete vocabulary in students of English as a second language. The participants were 104 second year university students belonging to three groups. Group 1 (n=32) was exposed to vocabulary through on screen text and narration (Group TN); group 2 (n=42) was exposed to on screen text, narration and video (Group TNV); and group 3 (n=30) was presented vocabulary via on screen text, narration and still image (Group TNI). All three groups were given a retention test (RT), a transfer test (TT), and a questionnaire to evaluate the type of presentation (TPQ). Results indicate that in the RT there are statistically significant differences among groups (ANOVA), being the TNI group the one that retains more lexical items. In the TT, using the t-student, results show that there are significant differences between groups TNI and TN, being group TNI the one with the highest scores. Results from the TPQ suggest that still images helped more than text and video in vocabulary learning, that actions are better represented through videos than through still images, and that more attention is paid to narration in group TN than in groups TNV and TNI.
author	Farías,Miguel Obilinovic,Katica Orrego,Roxana Gregersen,Tammy
author_facet	Farías,Miguel Obilinovic,Katica Orrego,Roxana Gregersen,Tammy
author_sort	Farías,Miguel
title	Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning
title_short	Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning
title_full	Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning
title_fullStr	Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning
title_full_unstemmed	Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning
title_sort	evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in efl learning
publisher	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
publishDate	2014
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342014000100002
work_keys_str_mv	AT fariasmiguel evaluatingtypesandcombinationsofmultimodalpresentationsintheretentionandtransferofconcretevocabularyinefllearning AT obilinovickatica evaluatingtypesandcombinationsofmultimodalpresentationsintheretentionandtransferofconcretevocabularyinefllearning AT orregoroxana evaluatingtypesandcombinationsofmultimodalpresentationsintheretentionandtransferofconcretevocabularyinefllearning AT gregersentammy evaluatingtypesandcombinationsofmultimodalpresentationsintheretentionandtransferofconcretevocabularyinefllearning
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Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning

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