Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

Autor/inn/en	Durongbhandhu, Nunpaporn; Suwanasilp, Danuchawat
Titel	Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition
Quelle	In: English Language Teaching, 14 (2021) 6, S.62-75 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Vocabulary Development; Second Language Learning; Second Language Instruction; English (Second Language); Reading Instruction; Reading Programs; Multimedia Instruction; Comparative Analysis; Teaching Methods; Pretests Posttests; Outcomes of Education; Incidental Learning; Computer Assisted Instruction; Reading Materials; Undergraduate Students; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseunterricht; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Inzidentelles Lernen; Computer based training; Computerunterstützter Unterricht; Ausland
Abstract	Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01