Title page for ETD etd-11397-193839


Type of Document Dissertation
Author Iheanacho, Chiemeka Clement Jr.
Author's Email Address achoc@vt.edu
URN etd-11397-193839
Title Effects of Two Multimedia Computer-Assisted Language Learning Programs on Vocabulary Acquisition Of Intermediate Level Esl Students
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Burton, John K. Committee Chair
Lalik, Rosary V. Committee Member
LaPorte, James E. Committee Member
Roberto, Karen A. Committee Member
Shrum, Judith L. Committee Member
Wilder, J. Edwin Committee Member
Keywords
  • Vocabulary acquisition
  • ESL
  • Multimedia CALL
  • Motion and Still graphics
Date of Defense 1997-11-11
Availability unrestricted
Abstract
EFFECTS OF TWO MULTIMEDIA COMPUTER-ASSISTED LANGUAGE

LEARNING PROGRAMS ON VOCABULARY ACQUISITION OF

INTERMEDIATE LEVEL ESL STUDENTS

by

Chiemeka Clement Iheanacho

(ABSTRACT)

Computer-assisted language learning (CALL) programs developed earlier for vocabulary acquisition employed mainly word-list pedagogy and could not present information in a real world context. Advancement in computer technology has triggered the development of multimedia CALL programs which can present information in different formats using graphics, sound, text, and video with links to other chunks of information.

The purpose of this study was to examine the effects of two multimedia CALL programs on vocabulary acquisition. Participants were 86 intermediate level English as a second language (ESL) students. They were randomly assigned to one of two treatment groups. Students in group one viewed a program with Motion Graphics and text. Students in group two viewed a program that had Still Graphics and text. Their task was to study ten names of hand and power tools. Both groups took the pretest, viewed the video of the tools, had an immediate posttest and a two-week delayed posttest.

The results yielded no treatment effects. Further analysis revealed time effects but no interaction between treatment and time. Students who learned through Motion Graphics performed significantly better on the recall tests than those who learned through Still Graphics. Further research in this area involving the use of various graphic formats in a CALL environment is needed.

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