An explorative study on media effects in vocabulary learning

Hans Giessen

Abstract


This article deals with the best media or media adequate ways to memorize vocabulary. An empirical study is presented in which test persons had to memorize vocabulary in an unknown language in three different ways. Thus, three experimental groups were presented Hungarian vocabulary to be learnt. The first group learnt a vocabulary list from a sheet of paper, the second one from the computer monitor, but without any animation, and the third one from an animated flash file. In the present article, the results of this study are reported and discussed.


Keywords


Computer-based learning; amygdala; hippocampus; vocabulary

Full Text:

PDF

References


Ackerman, R., & Lauterman, T. (2012). Taking Reading Comprehension Exams on Screen or on Paper? A Metacognitive Analysis of Learning Texts under Time Pressure. Computers in Human Behaviour, 28, 1816-1828.

Beatty, K. (2013), Teaching and Researching: Computer-Assisted Language Learning. London: Routledge.

Brandl, K. (2002). Integrating Internet-based Reading Materials Into the Foreign Language Curriculum: From Teacher-to Student-centered. Language Learning and Technology, 6(3), 87-107.

Chun, D. M., & Plass, J. L. (2000). Networked Multimedia Environments for Second Language Acquisition. In M. Warschauer, & R .Kern (Eds.), Network-based Language Teaching: Concepts and Practice (pp, 151-170). New York: Cambridge University Press. DOI: 10.1017/ CBO9781139524735.009.

Clark, R. E. (1994). Media Will Never Influence Learning. Educational Technology Research and Development, 42(2), 21-29. DOI: 10.1007/bf02299088.

Dalton, B., & Grisham D. L. (2011). 10 Ways to Use Technology to Build Vocabulary. LDonline. Retrieved November 28, 2019, from http://www.ldonline.org/article/52248?theme=print.

Dudeney, G., & Hockly, N. (2007). How to Teach English with Technology. Harlow: Pearson.

Giessen, H. (2011). Medien- und medieneffektabhängiges Vokabellernen. Journal of Linguistics and Language Teaching, 2(2), 325-336.

Khatib, M., Hassanzadeh, M., & Rezaei, S. (2011). Vocabulary Learning Strategies of Iranian upper-intermediate EFL learners. International Education Studies, 4(2). DOI: 10.5539/ies.v4n2p144.

Kozma, R. B. (1994). Will Media Influence Learning? Reframing the Debate. Educational Technology Research and Development, 42(2), 7-19.

Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading Linear Texts on Paper versus Computer Screen: Effects on Reading Comprehension. International Journal of Educational Research, 58, 61-68.

McCombs, B. L. (2000). Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-centered Perspective. In The Secre-tary’s Conference on Educational Technology 2000. Washington: USA Dept of Education. Retrieved November 28, 2019, from https://archive.org/details/ERIC_ED452830. (White Paper).

Mueller, P. A., & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), 1-10.

Mullamaa, K. (2010), ICT in Language Learning - Benefits and Methodological Implications. International Education Studies, 3, 40-45. DOI: 10.5539/ies.v3n1p38.

Nathan, M., & Robinson, C. (2001). Considerations of Learning and Learning Research: Revisiting the “Media Effects” Debate. Journal of Interactive Learning Research, 12(1), 69-88.

Park, H., Yang, J., & Hsieh, Y. (2014). University Level Second Language Readers’ Online Reading and Comprehension Strategies. Language Learning and Technology, 18(3), 148-172.

Pavičič Takac, V. (2008), Vocabulary Learning Strategies and Foreign Language Acquisition. Clevedon: Multilingual Matters Ltd.

Rasekh, Z., & Ranjbari, R. (2003). Metacognitive Strategy Training for Vocabulary Learning. TESL-EJ, 7, 1-15.

Reeves, T. C. (1998), The Impact of Media and Technology in Schools. Gütersloh: A Research Report Prepared for the Bertelsmann Foundation. Retrieved July 30, 2008, from http://www.athensacademy.org/instruct/media_ tech/reeves0.html.

Sharma, P., & Barrett, B. (2007). Blended Learning. London: Macmillan Publishers.

Stepp-Greany, J. (2002). Student Perceptions on Language Learning in a Technological Environment: Implications for the New Millennium. Language Learning and Technology, 6(1), 165-180. Retrieved January 8, 2018, from http://www.llt.msu. edu/vol6num1/pdf/steppgreany.pdf.

Tanaka, H., Yonesaka, S. M., & Ueno Y. (2015), An E-portfolio to Enhance Sustainable Vocabulary Learning in English. The EuroCALL Review, 23(1). Retrieved January 8, 2018, from http://eurocall.webs.upv.es/index. php?m=menu_00&n=news_23_1#tanaka.

Thomas, M., Reinders, H., & Warschauer, M. (Eds.) (2012), Contemporary Computer-Assisted Language Learning. London, New York: Bloomsbury Academic.

Wästlund, E., Reinikka, H., & Norlander, T. (2005). Effects of VDT and Paper Presentation on Consumption and Production of Information: Psychological and Physiological Factors. Computers in Human Behaviour, 21, 377-394.




DOI: http://dx.doi.org/10.17951/lsmll.2019.43.4.147-154
Date of publication: 2019-12-30 00:00:00
Date of submission: 2019-04-24 15:49:25


Statistics


Total abstract view - 1149
Downloads (from 2020-06-17) - PDF - 546

Indicators



Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Hans Giessen

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.