This study investigates the effectiveness of three kinds of word learning exercises in terms of Nation and Webb's (2011) technique feature analysis. Three commonly used vocabulary learning tasks: reading comprehension, sentence writing, and cloze-exercise were combined with two types of annotations: pictorial annotations and textual annotations in four tasks. Tasks 1 and 3 were provided with pictorial annotation, while tasks 2 and 4 were textual annotations. 130 college students were recruited and allocated randomly to the four tasks groups to test their learning effectiveness respectively. The results demonstrated that cloze-exercises with textual glosses were as effective as reading comprehension with pictorial glosses, and cloze-exercises with pictorial glosses were as effective as sentence-writing with textual glosses, which is in accord with the checklist of technique feature analysis and confirms the effectiveness of pictorial annotations to word learning. Copyright © 2020 Inderscience Enterprises Ltd.
|Journal||International Journal of Innovation and Learning|
|Early online date||Apr 2020|
|Publication status||Published - 2020|