Effects of three interactive multimedia computer-assisted language learning programs on the vocabulary acquisition of elementary level EFL students.
by Siribodhi, Tinsiri, Ph.D., University of Kansas, 1995.
In the past the use of computer assisted language learning (CALL) techniques had many limitations imposed by the courseware, which was mainly text-based. There was also very limited end-user interaction and participation. Today the role of interactive multimedia instruction in courseware design and application has become more vital. Higher levels of interactivity have been developed which enable students to point and click on objects to obtain text for definitions, pictures, or sound. New technology allows CALL courseware to have not only text, but also sound and graphics for presenting different characteristics of the information.
The purpose of this study is to examine the effects of three different formats of interactive multimedia in CALL. The instruction was delivered by computer. The students' task was to study the ten vocabulary words which were presented. Students were randomly assigned to either treatment one, two, or three. Students in treatment one viewed a program that had Thai text, English text and the oral presentation of the word. Students in treatment two viewed a program that consisted of graphics, English text, and sound. Students in treatment three viewed a program that consisted of Thai text, English text, graphics, and sound.
Two matching posttests (word matching & picture matching) were used as measuring materials. The tests were given twice: once immediately after the treatments and again 72 hours later, in order to determine how much students could recall of the presented vocabulary from the three formats of CALL software.
The results revealed that there were no significant mean differences among the three conditions; however, there was a significant decrease from immediate posttest to the delayed posttest on word matching. The follow-up analysis also yielded significant interactions between the treatment conditions and gender. Girls in treatment one had higher recall scores than girls in the other two treatments. Although no significant difference was found among boys, the mean comparisons indicated that the mean for boys exposed to graphics was higher than the mean for boys who were not exposed to graphics. Further research is needed with the use of graphics and CALL materials to investigate this topic.