Teaching Vocabulary Using Multimedia: The Case of U.S. International Students.
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Abstract
The study examined the use of multimedia in teaching of vocabulary. For the past decades, the use of technology in the
language classrooms has been an important aspect of language instruction. Sixty participants (40 females and 20 males),
studying in the United States, participated in this study. Stratified sampling using nationality as a stratification variable was
used to select participants. The first independent variable used was ‘use of pictures’, with two levels: still versus animation,
and the second independent variable was ‘knowledge type’, with two levels: receptive versus productive. The dependent
variables were participants’ scores derived from vocabulary tests obtained from pre-test and post-test. The results revealed
that there was a positive correlation between the use of still and animated pictures in teaching vocabulary, while the
dependent t-tests revealed that there was a significant difference between retention of still receptive knowledge and still
productive knowledge, also between animated receptive knowledge and animated productive knowledge.
Keywords: Multimedia, vocabulary, receptive, productive, still, animation.
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