The Effects Of Multimedia Annotation Modes Of Moblie Learning On Efl Vocabulary Learning

With the development of internet technology,mobile-assisted vocabulary learning has been recognized and loved by learners for its portability,low cost and interestingness.The effect of mobile-assisted vocabulary learning has also been widely proved.However,by reviewing the relevant literature,it is found that the previous studies on the effect of vocabulary presentation modes in mobile-assisted vocabulary learning are controversial.Previous studies concerned more about the roles of picture-text mode,and the role of audio input has been ignored.In addition,mobile-assisted learning is a learning style that has been emerging for about ten years only.And traditional learning style,which mainly includes recitation or spelling exercises with books and pens,has always been a main way.Is there any effect of traditional learning style on mobile-assisted vocabulary learning? Few research evidences have been provided.For further testing the previous research results and filling the research gaps,the effect of vocabulary presentation modes and traditional learning style on mobile-assisted vocabulary learning need to be further explored.Based on memory theory,cognitive theory of multimedia learning and cognitive load,the present study conducted empirical research.The research questions are as follows:(1)Is there any significant difference in gains and retention of vocabulary information when people learn new words with different presentation modes provided by mobile-assisted learning?(2)Compared with traditional paper-pan learning mode,what's the perceptions of learners in mobile-assisted vocabulary learning? To answer these questions,37 Chinese undergraduates were recruited to participate a vocabulary learning program for six weeks.After receiving the vocabulary questionnaire,all participants learned vocabularies in five different modes: traditional paper-pen mode,mobile text mode,mobile text-voice mode,mobile text-picture mode and mobile text-picture-voice mode.All learning activities was conducted in experimental environment.Instant tests were conducted immediately after each learning.Delayed tests were conducted one week later,and then the next learning mode was entered.At the end of all the tests,open perception questionnaires were delivered.The results shown that there was no significant difference in vocabulary gains.However,significant differences have been found in vocabulary retention.Traditional paper-pen learning mode helped learners keep more new words than those of mobile learning modes;in mobile-assisted learning,text-voice mode was more preponderant than text-picture-voice mode and text-picture mode;and single text mode without any multimedia annotation was obviously inferior to those modes with multimedia annotation.According to the feedback from the questionnaire,a great majority participants held a positive attitude towards mobile-assisted vocabulary learning,but they also put forward some shortcomings.According to the analysis of all experimental data,the effect of traditional learning style do exist in the process of mobile-assisted learning,mainly manifested as issues of inadaptation and distraction,reflecting the limitations of mobile-assisted learning.