The Effect of Enhanced Input Through Multimedia Presentations on Performance in the Retention of Collocations (original) (raw)
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This paper reports findings regarding the effect of Mayer’s Redundancy Principle on the retention of collocations in a second language. According to the redundancy principle, students learn better from animation and narration than from animation, narration and on-screen text. It has only been applied in disciplines other than second language acquisition. Two groups of students were involved in the study. Whereas the experimental group received “enhanced input”, which was characterised as the presentation of material through narration (i.e. the teacher’s spoken input), animation (i.e. static images) and on-screen text, the control group was exposed to non-enhanced input, defined as a combination of narration and monomodal text. The results revealed that there was no statistically significant difference between the enhanced and non-enhanced input in the impact on the retention of the collocations. However, both groups showed gains in terms of retention of the collocations at the end of the experiment.
2019
This study investigated the impact of audiovisual input enhancement teaching techniques on improving English as Foreign Language (EFL) learnersˈ collocation learning as well as their accuracy concerning collocation use in narrative writing. In addition, it compared the impact and efficiency of audiovisual input enhancement in two learning contexts, namely traditional and mobile learning contexts. First, 120 homogenous intermediate EFL learners were randomly divided into four groups, two experimental and two comparison groups. Next, two pre-tests, a collocation and a paragraph writing test, were administered. The experimental groups received enhanced target collocations through input enhancement teaching techniques while in the comparison groups the "unenhanced" collocations were taught through conventional simple vocabulary teaching method. After the treatment sessions, the researcher administered two post-tests including a collocation and a paragraph writing. As the data analysis suggested, with regards to the first research purpose, audiovisual input enhancement positively affected EFL learners' collocation learning and enhanced their accuracy concerning collocation use in narrative writing. Regarding the second purpose of the study, the results revealed that, in comparison to traditional learning context, audiovisual input enhancement teaching techniques were significantly effective in mobile learning context in terms of collocation learning. The efficiency of audiovisual input enhancement teaching techniques was not significantly different between the experimental groups in the two learning contexts in terms of enhancing EFL learners" accuracy concerning collocation use. The findings of this study can create awareness for second language teachers and learners about the critical and beneficial role of input enhancement and mobile assisted language learning in successful language acquisition and learning.
Incidental Collocation Learning from Different Modes of Input and Factors That Affect Learning
PhD Thesis, 2022
Collocations, i.e., words that habitually co-occur in texts (e.g., strong coffee, heavy smoker), are ubiquitous in language and thus crucial for second/foreign language (L2) learners to master. However, previous research shows that L2 learners tend to have limited knowledge of collocations and underuse or misuse them. Given the limited classroom time for deliberately teaching all L2 collocations, incidental learning, i.e., learning while being engaged in meaningful input (e.g., listening, reading, viewing), should play an important role in broadening L2 learners’ collocational knowledge. Nonetheless, to date, there are relatively few studies on incidental collocation learning. In addition, little is known about the effects of different modes of input on incidental collocation learning as well as factors that affect learning. Therefore, the current PhD project was conducted to fill those research gaps. To that end, four empirical studies involving Vietnamese learners of English as a foreign language (EFL) were carried out. In each study, participants were exposed to target verb-noun and adjective-noun English collocations in different sets of modes of input (including reading-only, reading-while-listening, reading with textual input enhancement in the form of underlining, reading aloud, and captioned TV viewing) in a counterbalanced fashion. Learning gains in each study were measured with a form recall test on the target collocations administered two times: one week before the treatment (pretest) and one week after the treatment (delayed posttest). Different learner- and item-related factors that might affect learning gains were also examined. Study 1 (Chapter 3) investigated incidental collocation learning from reading-only, reading- while-listening (i.e., reading a book while listening to its audio version), and reading with textual input enhancement (i.e., reading with target items underlined). The results showed that reading with textual input enhancement resulted in significantly more incidental collocation learning than both reading-while-listening and reading-only. Reading-while-listening was more effective for incidental collocation learning than reading-only. Following Study 1, Study 2 (Chapter 4) examined incidental collocation learning from reading-while-listening, reading with textual input enhancement (i.e., underlining), and reading-while-listening plus textual input enhancement to explore if integrating textual input enhancement into reading-while-listening would make a significant difference. The findings revealed that reading with textual input enhancement and reading-while-listening plus textual input enhancement led to significantly more learning gains than reading-while-listening. Reading-while-listening plus textual input enhancement, however, did not differ significantly from reading with textual input enhancement. Study 3 (Chapter 5) looked into incidental collocation learning from reading-while-listening and captioned TV viewing, which differed in terms of the availability of imagery. The results showed that both reading-while-listening and captioned TV led to gains of collocations, but these two modes of input did not differ significantly. Study 4 (Chapter 6) explored incidental collocation learning from reading-only, reading-while-listening, and reading aloud, which were different concerning audio support and vocalization. The results showed that reading aloud and reading-while-listening resulted in significantly more learning gains than reading- only. There was no significant difference between reading aloud and reading-while-listening. With respect to factors that affect learning, all four studies showed that learners’ prior vocabulary knowledge significantly predicted the learning gains (Studies 1, 2, 3, and 4). Learners with more vocabulary knowledge were likely to pick up more collocations from reading. As for captioned TV viewing, Study 3 showed that participants with larger vocabularies picked up fewer collocations than those with smaller vocabularies. About collocational congruency (i.e., the availability of first language equivalents of L2 collocations), Studies 1, 2, and 3 showed that this factor was a significant predictor of learning gains. More congruent collocations were incidentally learned than incongruent collocations. Additionally, only Study 4 found that type of collocation affected learning gains, with more adjective-noun collocations being learned than verb-noun collocations, whereas Studies 1, 2, and 3 did not. Other factors, including frequency of exposure, corpus frequency, strength of association (Studies 1 and 2), and test modality (Study 4) did not affect learning gains. The project contributes to advancing our understanding of the effects of input modality on incidental collocation learning and factors that predict learning gains, which can also help relevant stakeholders make informed decisions about L2 vocabulary learning and teaching.
Developing collocational awareness
2006
This study aimed to investigate to what extent explicit instruction of vocabulary in collocations, using different techniques, develops collocational awareness in students, and whether such instruction has any enhancing effect on the retention of vocabulary. Eight intact groups of 160 EFL students of upper-intermediate proficiency level under the supervision of their regular course teachers participated in this study. Four of the groups were assigned as the experimental group and received vocabulary instruction focusing on collocations, while the remaining four were assigned as the control group and received instruction concentrating on single words. For this investigation, a vocabulary retention test , which was administered as the pre-and post-test, three tasks for the three treatment sessions, transcriptions of verbal processes of one of the experimental groups, and retrospective interviews with the participant instructors were used as data collection devices. Introduction…………………………………………………….. 1 Background of the Study.……………………………………… 2 Statement of the Problem……………………………………….
The present study aimed to investigate the effects of three common techniques of input enhancement, namely, visual input enhancement, semantic input enhancement, and input flooding on female Iranian EFL learners' comprehension and production of lexical collocations. The participants were 80 learners, aged between 16 and 40, studying English in two private institutes in Karaj. To begin with, the participants were given an ECCE test of general language proficiency to determine their proficiency level. After taking a pretest, comprising 110 collocations items, the participants (in three experimental groups and one comparison group) received 10 reading passages over 10 sessions in which lexical collocations were presented in the above-mentioned conditions. At the end of the experimental period, the participants took two posttests of comprehension and production of collocations. Two One-way ANOVA procedures were used to analyze the obtained data, and the results showed no significant differences among The Effects of Input Enhancement Techniques on the….. the effects of the three input enhancement techniques on the comprehension and production of lexical collocations.
2016
Collocation is one of the most problematic areas in second language learning and it seems that if one wants to improve his or her communication in another language should improve his or her collocation competence. This study attempts to determine the effect of applying three different kinds of collocation on collocation learning and retention of Iranian EFL university students. In this study collocations were presented in highlighted (bold), non highlighted and L1 glossed forms and these three groups of collocations were distributed among three 20 member groups of Iranian TEFL university students in Jahad daneshgahi university in Isfahan. Participants were upper intermediate sophomores and juniors. Participants read three passages under three different conditions (bold collocations, L1 glossed collocations, and non highlighted (text only) collocations). Afterwards, participants answered two collocation tests, one administered immediately after reading the texts and another two weeks...
The Effect of Using Input Enhancement Technique on Collocation Learning of Iraqi EFL Students
ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES
Collocation can be defined as two or sometimes more than two words that often go together for example, impose punishment, do homework, and save money. This study is an attempt to explore an effective method to improve collocations presenting in an English as a Foreign Language (EFL) context. Learning collocation is of fundamental importance in both written and spoken English communications. The reason behind selecting collocation is that collocation is a vital constituent of English vocabulary. Two groups were involved in this study. The experimental group that followed the input enhancement technique received short passages whose 40 collocations were printed in boldface type. While the control group received a text with the same list of collocations represented without enhancement. The study adopted a quantitative research method utilizing a non- randomized experimental design, which involves conducting pretest, and posttest with experimental and control groups. The findings of thi...
Redundancy effect on retention of vocabulary words using multimedia presentation_ 1320 166..170
This study was designed to examine the effect of the redundancy principle in a multimedia presentation constructed for foreign language vocabulary learning on undergraduate students' retention. During the experiment, students received a multimedia presentation on Turkish vocabulary and answered questions on retention test. Some students received animation, concurrent narration and concurrent text (ANT group); other students received only animation and concurrent narration (AN group). According to the redundancy principle, adding redundant on-screen text to a multimedia explanation where it is already narrated, results in poorer learning (Kalyuga, Chandler & Sweller, 1999; Mayer, Heiser & Lonn, 2001). That is, when making a multimedia presentation with a narration and animation, the designers should not add on-screen text that duplicates words that are already spoken in the narration although students have more exposure to the multimedia presentation when it is delivered in three ways (animation, narration and text). The reason for removing on-screen text from the multimedia presentation is because of the cognitive theory of multimedia learning that is based on three assumptions: dual-channel (Clark & Paivio, 1991), limited capacity (Baddeley, 1992) and generative learning assumption (Mayer, 1996) or active processing. On the other hand, the reason for adding on-screen text is based on the information delivery hypothesis, which states that students learn more when the same information is delivered by means of more paths rather than fewer paths (Mayer et al, 2001). That is, " adding on-screen text to a narrated animation will result in better performance on tests of learning that focus on remembering verbal explanation (ie, retention test) " (Mayer et al, 2001, p. 190).Therefore, the underlying hypothesis of this study is that when the students are exposed to the material in multiple ways through ANT, the learning and the retention will have better results in foreign language learning. Early research on vocabulary learning with text and pictures has consistently found that when the written vocabulary words are paired with pictures, there is a better retention of vocabulary words (Paivio, Clark & Lambert, 1988; Plass & Jones, 2005). Besides, presenting both on-screen text and narration at the same time is better than presenting just on-screen text or narration because students might choose the one that best fits their learning style (Mayer et al, 2001). This small study is expected to contribute to the cognitive theory of multimedia learning literature in three ways. First, the study was realized in ecologically more valid environment than Mayer's experiments, because the experiment was done through authentic classroom experience. Unlike the experiments done in Mayer's cognitive laboratory, this study was done within regular classroom settings. Classroom research is an important way to establish external validity of findings when using multimedia. Second, the study was done in a different content area, foreign language learning. It was suggested by Plass and Jones (2005, p. 483) that an area for future research is " the integration of second-language acquisition theory and cognitive theories of multimedia learning. " Third, the study was conducted with non-Turkish speaking students, which is also another contribution to the literature on multimedia learning. Besides, students'
Does the Type of Task Affect Learning Collocations? Focused vs. Unfocused Tasks
International Journal of Language and Applied Linguistics, 2016
The significance of communicative competence, a part of which includes knowledge of collocations in second language has been emphasized in recent approaches of EFL/ESL. Through a quantitative analysis of learners' performance on collocations, the impact of focused and unfocused tasks on development of collocations was examined. To accomplish the purpose of the study, two upper-intermediate Iranian groups studying English in Faragiran Language Institute, Shiraz, Iran, were selected through convenient sampling. One group experienced focused tasks (N=16) and the other one practiced unfocused tasks (N=16). The achievement test of collocations designed by Pishghadam, Khodadady, and Rad (2011) was administered as the pretest at the beginning of the course. Then, both groups received the aforementioned treatments throughout 15 sessions. The same collocation test was once again administered as the posttest of the study at the end of the treatment. A mixed between-within subjects analysis of variance (ANOVA) was conducted on the mean scores of both groups to find the effect of focused vs. unfocused tasks on the learners' improvement in English collocations. The results indicated that both focused and unfocused tasks had a statistically significant impact on Iranian EFL learners' development of collocations; however, the focused tasks were more effective.
Redundancy effect on retention of vocabulary words using multimedia presentation
British Journal of Educational Technology, 2012
This study was designed to examine the effect of the redundancy principle in a multimedia presentation constructed for foreign language vocabulary learning on undergraduate students' retention. During the experiment, students received a multimedia presentation on Turkish vocabulary and answered questions on retention test. Some students received animation, concurrent narration and concurrent text (ANT group); other students received only animation and concurrent narration (AN group). According to the redundancy principle, adding redundant on-screen text to a multimedia explanation where it is already narrated, results in poorer learning (Kalyuga, Chandler & Sweller, 1999; Mayer, Heiser & Lonn, 2001). That is, when making a multimedia presentation with a narration and animation, the designers should not add on-screen text that duplicates words that are already spoken in the narration although students have more exposure to the multimedia presentation when it is delivered in three ways (animation, narration and text). The reason for removing on-screen text from the multimedia presentation is because of the cognitive theory of multimedia learning that is based on three assumptions: dual-channel (Clark & Paivio, 1991), limited capacity (Baddeley, 1992) and generative learning assumption (Mayer, 1996) or active processing. On the other hand, the reason for adding on-screen text is based on the information delivery hypothesis, which states that students learn more when the same information is delivered by means of more paths rather than fewer paths (Mayer et al, 2001). That is, "adding on-screen text to a narrated animation will result in better performance on tests of learning that focus on remembering verbal explanation (ie, retention test)" (Mayer et al, 2001, p. 190).Therefore, the underlying hypothesis of this study is that when the students are exposed to the material in multiple ways through ANT, the learning and the retention will have better results in foreign language learning. Early research on vocabulary learning with text and pictures has consistently found that when the written vocabulary words are paired with pictures, there is a better retention of vocabulary words (Paivio, Clark & Lambert, 1988; Plass & Jones, 2005). Besides, presenting both on-screen text and narration at the same time is better than presenting just on-screen text or narration because students might choose the one that best fits their learning style (Mayer et al, 2001). This small study is expected to contribute to the cognitive theory of multimedia learning literature in three ways. First, the study was realized in ecologically more valid environment than Mayer's experiments, because the experiment was done through authentic classroom experience. Unlike the experiments done in Mayer's cognitive laboratory, this study was done within regular classroom settings. Classroom research is an important way to establish external validity of findings when using multimedia. Second, the study was done in a different content area, foreign language learning. It was suggested by Plass and Jones (2005, p. 483) that an area for future research is "the integration of second-language acquisition theory and cognitive theories of multimedia learning." Third, the study was conducted with non-Turkish speaking students, which is also another contribution to the literature on multimedia learning. Besides, students'