Investigating the effectiveness of vocabulary learning tasks from the perspective of the technique feature analysis: The effects of pictorial annotations

Yan HUANG, Di ZOU, Fu Lee WANG, Reggie KWAN, Haoran XIE

Research output: Contribution to journalArticlespeer-review

Abstract

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.
Original languageEnglish
Pages (from-to)254-273
JournalInternational Journal of Innovation and Learning
Volume27
Issue number3
Early online dateApr 2020
DOIs
Publication statusPublished - 2020

Citation

Huang, Y., Zou, D., Wang, F. L., Kwan, R., & Xie, H. (2020). Investigating the effectiveness of vocabulary learning tasks from the perspective of the technique feature analysis: The effects of pictorial annotations. International Journal of Innovation and Learning, 27(3), 254-273. doi: 10.1504/IJIL.2020.106810

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