The Effects of Multisensory Memory Strategies on Korean EFL Students' Vocabulary Learning
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| Title: | The Effects of Multisensory Memory Strategies on Korean EFL Students' Vocabulary Learning |
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| Language: | English |
| Authors: | Migyeong Jang, YiBoon Chang |
| Source: | English Teaching. 2023 78(4):27-57. |
| Availability: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Multisensory Learning, Memory, English (Second Language), Foreign Countries, Vocabulary Development, Visual Learning, Aural Learning, High School Students, Pronunciation, Second Language Learning, Retention (Psychology), Teaching Methods |
| Geographic Terms: | South Korea |
| ISSN: | 1017-7108 2671-9312 |
| Abstract: | This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the words on a single mode of written LAO and silent reading as opposed to two treatment groups of aural LAO and silent reading, and of aural LAO and read-alouds, respectively. The effects were tested three times via pre-, post-(immediately after learning), and delayed (30 days later) tests. The immediate and long-term effects were examined by detecting the differences across the three groups in post- and delayed-tests by one-way ANOVA, and the retention of effects was examined by paired t-tests in each group across the three tests. The results indicated that pairing aural LAO and read-aloud strategies was most effective in learning and retention of both vocabulary meaning and pronunciation. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1414639 |
| Database: | ERIC |
| Abstract: | This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the words on a single mode of written LAO and silent reading as opposed to two treatment groups of aural LAO and silent reading, and of aural LAO and read-alouds, respectively. The effects were tested three times via pre-, post-(immediately after learning), and delayed (30 days later) tests. The immediate and long-term effects were examined by detecting the differences across the three groups in post- and delayed-tests by one-way ANOVA, and the retention of effects was examined by paired t-tests in each group across the three tests. The results indicated that pairing aural LAO and read-aloud strategies was most effective in learning and retention of both vocabulary meaning and pronunciation. |
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| ISSN: | 1017-7108 2671-9312 |
