Comparing second language vocabulary recall following two presentational methods: multimedia image binding and reading with English glosses

Abstract

Although vocabulary acquisition is necessary for effective communication, the most effective method for improving second language vocabulary knowledge is debated. This study sought to compare the effectiveness of two different methods of teaching vocabulary: multimedia image binding (MIB) and reading with English glosses (RG). The MIB instruction used a PowerPoint slide show to present targeted words in sentences with corresponding images to represent their meanings. The RG method used a short reading with English glosses of the targeted vocabulary. This study was conducted by examining the outcome of these techniques on 26 students' immediate and delayed vocabulary recall. In order to quantify immediate and delayed recall, students were given a test after each presentation, and a second vocabulary test one week later. The results of this study suggest that both the MIB method and the RG method aid in immediate and delayed vocabulary recall. The success of both methods provides data to support the use of MIB and RG in the classroom, therefore enabling instructors to vary their techniques for vocabulary instruction.