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

• Miguel Farías ^[1] ; Roxana Orrego ^[1] ; Katica Obilinovic ^[1] ; Tammy Gregersen ^[2]
  1. [1] Universidad de Santiago de Chile

     Universidad de Santiago de Chile

     Santiago, Chile

     
  2. [2] University of Northern Iowa

     University of Northern Iowa

     City of Cedar Falls, Estados Unidos

     
• Localización: Revista signos: estudios de lingüística, ISSN-e 0718-0934, ISSN 0035-0451, Nº. 84, 2014, págs. 21-39
• Idioma: inglés
• DOI: 10.4067/s0718-09342014000100002
• Títulos paralelos:
  • Evaluación de tipos y combinaciones de presentaciones multimodales en la retención y la transferencia de vocabulario concreto en el aprendizaje de EFL
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    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

  • English

    Este estudio es uno de los primeros que evalúa los efectos de la modalidad de presentación, en la retención y la transferencia de vocabulario concreto, en los estudiantes de inglés como segunda lengua. Los participantes fueron 104 estudiantes universitarios de segundo año pertenecientes a tres grupos. El grupo 1 (n = 32) fue expuesto a vocabulario en una presentación con texto en pantalla y narración (Grupo TN); el grupo 2 (n = 42) fue expuesto a texto en pantalla, narración y vídeo (Grupo TNV); y al grupo 3 (n = 30) a texto en pantalla, narración e imagen fija (Grupo TNI). Los tres grupos rindieron una prueba de retención (RT), una de transferencia (TT), y un cuestionario para evaluar el tipo de presentación (TPQ). Los resultados indican que en la RT existen diferencias estadísticamente significativas entre los 3 grupos (ANOVA), siendo el grupo TNI el que más retiene elementos léxicos. En la TT, utilizando la t-student, los resultados muestran diferencias significativas entre los grupos TNI y TN, siendo TNI el grupo que obtiene los mejores resultados. Los resultados del TPQ sugieren que las imágenes fijas ayudan a retener y transferir información de mejor forma. Asimismo, las acciones estarían mejor representadas a través de videos que de imágenes fijas, y que se presta mayor atención a la narración en el grupo TN que en los grupos TNV y TNI

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