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Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes

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Title: Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes
Language: English
Authors: Jonathan Malone (ORCID 0000-0001-8049-1193), Bronson Hui (ORCID 0000-0003-1822-3109), Nick Pandža, Tetiana Tytko
Source: Language Learning. 2026 76(2):528-564.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 37
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Adults, English Learners, Second Language Learning, Eye Movements, Learning Modalities, Reading Comprehension, Listening Comprehension, Listening, Reading, Reading Rate, Time on Task, Vocabulary Development
DOI: 10.1111/lang.70007
ISSN: 0023-8333
1467-9922
Abstract: This study examined second language vocabulary processing and learning in reading only (RO) versus reading while listening (RWL). 119 English learners read or read-while-listening to a story embedded with 25 pseudowords, 10 times each, and had their eye movements tracked. Gaze duration (GD) and total reading time (TRT) measured processing of target vocabulary, and learning outcome tests included recognition and recall tests in both visual and auditory item modalities. Eye-tracking analyses revealed (a) a significant decrease in GD and TRT for both groups, and (b) faster reading times and greater rate of decrease across instances in RO. All learning outcomes indicated superior scores from RWL in auditory items and item modality effects in RO, but not RWL, while a group-by-item-modality interaction was uncovered on two of three outcomes. Results indicated a slightly slower multimodal reading process, with superior learning of phonological information from RWL, without detriment to orthographic learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504353
Database: ERIC
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  Data: Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Jonathan+Malone%22">Jonathan Malone</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8049-1193">0000-0001-8049-1193</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bronson+Hui%22">Bronson Hui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1822-3109">0000-0003-1822-3109</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nick+Pandža%22">Nick Pandža</searchLink><br /><searchLink fieldCode="AR" term="%22Tetiana+Tytko%22">Tetiana Tytko</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. 2026 76(2):528-564.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 37
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  Data: <searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink>
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  Data: This study examined second language vocabulary processing and learning in reading only (RO) versus reading while listening (RWL). 119 English learners read or read-while-listening to a story embedded with 25 pseudowords, 10 times each, and had their eye movements tracked. Gaze duration (GD) and total reading time (TRT) measured processing of target vocabulary, and learning outcome tests included recognition and recall tests in both visual and auditory item modalities. Eye-tracking analyses revealed (a) a significant decrease in GD and TRT for both groups, and (b) faster reading times and greater rate of decrease across instances in RO. All learning outcomes indicated superior scores from RWL in auditory items and item modality effects in RO, but not RWL, while a group-by-item-modality interaction was uncovered on two of three outcomes. Results indicated a slightly slower multimodal reading process, with superior learning of phonological information from RWL, without detriment to orthographic learning.
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  Data: 2026
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        Value: 10.1111/lang.70007
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      – Text: English
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      – SubjectFull: English Learners
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Eye Movements
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      – SubjectFull: Learning Modalities
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      – SubjectFull: Reading
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      – SubjectFull: Reading Rate
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      – SubjectFull: Time on Task
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      – SubjectFull: Vocabulary Development
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      – TitleFull: Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes
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