L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners

The purpose of this study was to examine whether technology-based learning environments have the potential to support dual-language learners' (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986 ), this study investigates whether DLLs benefi...

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Veröffentlicht in:Computer assisted language learning Jg. 34; H. 8; S. 1182 - 1204
Hauptverfasser: Wong, Kevin M., Samudra, Preeti G.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Oxford Routledge 23.11.2021
Taylor & Francis Ltd
Schlagworte:
Attention
Bilingualism
Coding
Coding theory
Competence
Computer Assisted Instruction
Computer assisted language learning
dual-coding theory
dual-language learners
Educational Media
English
English (Second Language)
English language
English Language Learners
English proficiency
Eye Movements
Eye tracking
Influence of Technology
Intelligence Tests
Language acquisition
Language dominance
Language proficiency
Learning
Learning environment
Mass media
preschool
Preschool Children
Preschool Education
Second Language Learning
Second language vocabulary learning
Teaching Methods
Technology
Tracking
Verbal Ability
Visual Aids
Vocabulary
Vocabulary Development
ISSN:0958-8221, 1744-3210
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Zusammenfassung:The purpose of this study was to examine whether technology-based learning environments have the potential to support dual-language learners' (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986 ), this study investigates whether DLLs benefit from media content that is delivered both orally and visually, and uses English language proficiency as an important contextual factor that might impact vocabulary learning on screens. Adopting a within-subjects design on 43 preschool-aged DLLs, and using eye-tracking technology to monitor children's attention, this study finds that DLLs are able to identify more words that are taught on screen when information is dual-coded, particularly if they have lower English language proficiency. Implications for the field of computer-assisted language learning are discussed.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0958-8221
1744-3210
DOI:10.1080/09588221.2019.1666150