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Effects of Multimedia Learning Combined With Strategy-Based Instruction on Vocabulary Learning and Strategy Use

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  • Merak Rahimi
  • Atefeh Allahyari

Abstract

The present study investigated the impact of multimedia-assisted explicit vocabulary learning strategy (VLS) instruction on foreign language learners’ strategy use and vocabulary learning. A total of 40 learners of English as a foreign language participated in the study as the experimental ( n = 20) and control groups ( n = 20). The participants’ vocabulary knowledge, vocabulary size, and the use of VLSs were assessed prior to the study. For 15 weeks, the experimental group received a multimedia-assisted explicit VLS instruction, whereas the control group received conventional explicit VLS instruction. At the end of the experiment, the participants’ vocabulary knowledge, vocabulary size, and the use of VLS were measured again. The result of data analysis revealed that the two groups’ vocabulary learning and size were significantly different at the end of the course in favor of the experimental group. It was also revealed that incorporating multimedia in the procedure of VLS instruction had a significant impact on experimental group’s use of memory and cognitive strategies, whereas their use of metacognitive and determination strategies was not affected by the intervention.

Suggested Citation

  • Merak Rahimi & Atefeh Allahyari, 2019. "Effects of Multimedia Learning Combined With Strategy-Based Instruction on Vocabulary Learning and Strategy Use," SAGE Open, , vol. 9(2), pages 21582440198, April.
    • Handle: RePEc:sae:sagope:v:9:y:2019:i:2:p:2158244019844081
    DOI: 10.1177/2158244019844081
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    Cited by:

    1. Rattana Yawiloeng, 2020. "Second Language Vocabulary Learning from Viewing Video in an EFL Classroom," English Language Teaching, Canadian Center of Science and Education, vol. 13(7), pages 1-76, July.
    2. Chenjuan Jiang, 2023. "Effect of Learner Factors on Chinese Undergraduates’ Translation Learning Performance: A Moderated Mediation Model," SAGE Open, , vol. 13(2), pages 21582440231, June.

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