The Effect of Multimedia on Vocabulary Learning and Retention

Abstract

Acquiring vocabulary is essential for learning a foreign language. Comparing multimedia approaches that combine text, graphics, audio, and video with standard text-only methods may improve vocabulary learning. The impact of multimedia on vocabulary learning and retention is examined in this study. Fifty undergraduate English learners were split into two groups using a mixed experimental design. Video clips, graphics, and text were used to teach vocabulary to the experimental group. All participants completed pre post vocabulary tests to assess learning and retention. Multimedia instruction led to significantly higher vocabulary gains on the immediate test compared to text-only instruction. Moreover, multimedia learning promoted greater long-term retention based on higher scores on the post test. These findings were consistent across different categories of concrete and abstract words. Additional analysis found multimedia was particularly beneficial for learners with lower verbal working memory capacity. The results suggest multimedia capitalizes on dual coding and provides contextual support which enhances both initial vocabulary learning and retention. This multimedia effect persisted over time, indicating potential pedagogical benefits. The study contributes to theories of multimedia learning and vocabulary.