The comparative effects of different gloss types through screencast on vocabulary learning and working memory of Iranian EFL learners
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Abstract
Screen cast as a viable digital tool to enhance vocabulary learning and retention is quite rare in many language contexts in Iran. It was stipulated that the application of different gloss types as a new pedagogical technique could be of value for this purpose. Therefore, the present study aimed at investigating the effect of different gloss types presented through screen cast on learning vocabulary and working memory (WM). For this purpose, 60 male Iranian EFL learners were assigned to three equal groups (i.e., two experimental and a control group). After pre-tests, the experimental groups were taught vocabulary through different gloss types (i.e., lexical and topic-level) by means of a screen cast presentation. The control group was instructed through traditional techniques. The analysis of the data in post-tests revealed that the experimental groups outperformed the control group. It is thus suggested that gloss types presented via screen cast can boost EFL learners’ vocabulary knowledge and WM. This result can have pedagogical implications for EFL teachers and material developers.
Keywords: Gloss types, screen cast, vocabulary learning, working memory.
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