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Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

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  • Nunpaporn Durongbhandhu
  • Danuchawat Suwanasilp

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.

Suggested Citation

  • Nunpaporn Durongbhandhu & Danuchawat Suwanasilp, 2021. "Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition," English Language Teaching, Canadian Center of Science and Education, vol. 14(6), pages 1-62, June.
    • Handle: RePEc:ibn:eltjnl:v:14:y:2021:i:6:p:62
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    References listed on IDEAS

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    1. Shiping Duan, 2018. "Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning," English Language Teaching, Canadian Center of Science and Education, vol. 11(3), pages 1-88, March.
    2. Zhongqing Tang, 2020. "A Review on Studies into Incidental Vocabulary Acquisition through Different Input," English Language Teaching, Canadian Center of Science and Education, vol. 13(6), pages 1-89, June.
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    Cited by:

    1. Belinda Lai & Kim Hua Tan & Mengyu He & Nur-Ehsan Mohd Said & Nazri Muslim, 2022. "The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review," Sustainability, MDPI, vol. 14(16), pages 1-17, August.

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