Electronic Thesis and Dissertation Repository

Thesis Format

Integrated Article

Degree

Master of Arts

Program

Education

Supervisor

Webb, Stuart

Abstract

This study investigated the effectiveness of multimedia story software in facilitating L2 vocabulary learning among children. A total of 196 EFL students aged 9-10 from an elementary school in China were randomly assigned to one of five learning conditions: (A) multimedia story viewing only, (B) multimedia story viewing and flashcards, (C) multimedia story viewing and matching, (D) multimedia story viewing and clicking, and (E) multimedia story viewing and all. The results showed significant vocabulary learning gains across all groups, with video only, video-flashcards, video-clicking, and video-all conditions outperforming video-matching. Additionally, positive correlations were found between time spent on activities and vocabulary learning gains across all learning features. These findings provide support for the use of multimedia story software for L2 vocabulary learning among young learners.

Summary for Lay Audience

Learning new words in a second language can be challenging, especially for young learners. Research has shown that L2 learners need to learn thousands of words to understand spoken and written language fluently. However, traditional word learning methods, such as memorizing word lists, can be difficult and less engaging for young learners. In recent years, technology-assisted language learning has shown promise in supporting vocabulary development. Multimedia story software, which integrates pictures, sounds, animation, and interactive features, has become a popular tool in early education. While this type of software has been shown to help children with reading and comprehension, its impact on second language vocabulary learning is not well understood.

This study explores how multimedia story software can help children learn second language words. It also examines how different interactive features, such as clicking on animated pictures or using flashcards, contribute to learning. Additionally, it investigates whether the amount of time spent using the software influences vocabulary gains. The results indicate that by interacting with multimedia story software, children can successfully learn new words through all interactive features within the multimedia story software. However, not all features are equally effective. Additionally, spending more time using the software generally leads to more learning gains, but the quality of interaction is more important than duration. This research further provides insights into how such digital tools can be used in the classroom to make second language vocabulary learning more effective for young learners.

Download

Share

COinS