This document summarizes a study that investigated the effect of adding video clips to textual information on learning high-level, low-frequency English vocabulary words among Korean learners. The study tested 15 participants, assigning 7 to a text-only group and 8 to a text+video group. Scores were higher on average for the text+video group, but the difference was not statistically significant. The study suggests conducting further research with more participants and conditions to achieve statistically significant results and better understand the impact of multimedia learning.

1. Mul$media
presenta$on
• Multimedia aids for foreign language instruction are known to promote
intentional or explicit learning of L2 vocabulary (e.g., Chun & Plass, 1996).
• Multimedia presentation is broadly supported by the dual-coding theory
(Paivio, 1986): two symbolic systems (imagery system and verbal system)
mediate cognitive activity.
Rationale: Research has examined multimedia effects mostly on beginner/
intermediate level L2 vocabulary. The present study investigated video effects on
high-level infrequent words: words tested on the GRE.
Research
ques$on
Will the use of video clips in addition to traditional textual information facilitate
L2 vocabulary acquisition of high-level, low-frequency English words among
Korean learners of English?
Methodology
• Participants: 15 Korean learners of English preparing for the GRE
• Test items: 40 vocabulary items (frequency beyond 14,000)
• Treatments: Text-only (n = 7) vs. Text+Video (n = 8)
• Tests: Pre-test, Immediate Post-test, 2 Delayed post-tests (meaning translation)
Results
• Higher mean scores for the Text+Video group, yet no statistical
significance (ANOVA)
• No significant relationships between English proficiency level/age of
onset/word frequency and test results (Pearson’s correlation
coefficient)
Interpreta$ons
• Trend towards significant difference between the Text-only and
Text+Video groups
• A vocabulary size test would be a more reliable indicator that may
have an effect on learners’ progress in vocabulary learning.
Euna
Cho
Linguis'cs,
CUNY
Graduate
Center
References
"
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2),
183-198.
Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
Materials
• Text-only:
• Text+Video:
Test
items
"
Contact Euna Cho: echo@gradcenter.cuny.edu (PhD candidate Linguistics, Graduate Center, CUNY)
Follow-­‐up
research
• In order to achieve a statistically significant result, more subjects will
be tested (n = 100+).
• More conditions will be tested: Text-only, Text+Audio, Audio+Video,
Text+Audio+Video
• Different types of video input (i.e., linguistic vs. visual features) will
be examined to determine effectiveness.
Source: www.wordcount.org
Paivio’s dual coding theory (p. 67, Paivio, 1986)