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Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

Emad A. Alghamdi
Copyright: © 2018 |Pages: 22
ISBN13: 9781522551409|ISBN10: 1522551409|EISBN13: 9781522551416
DOI: 10.4018/978-1-5225-5140-9.ch021
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MLA

Alghamdi, Emad A. "Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention." Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, edited by Bin Zou and Michael Thomas, IGI Global, 2018, pp. 427-448. https://doi.org/10.4018/978-1-5225-5140-9.ch021

APA

Alghamdi, E. A. (2018). Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention. In B. Zou & M. Thomas (Eds.), Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching (pp. 427-448). IGI Global. https://doi.org/10.4018/978-1-5225-5140-9.ch021

Chicago

Alghamdi, Emad A. "Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, edited by Bin Zou and Michael Thomas, 427-448. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5140-9.ch021

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Abstract

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

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