Study On The Effect Of Multimodal Presentation On English Vocabulary JOL Under Emotional Inducing

Judgment of learning(JOL)refers to an individual’s predictive judgment of the current learning item and what kind of recall performance he can achieve in the subsequent recall test.Whether JOLs are accurate can influence how much effort learners put into subsequent learning processes.Therefore,judgment of learning has important guiding significance for learners’ independent learning,reflecting learners’ self-monitoring ability in the learning process.In the context of vocabulary learning in English subjects,the influence of different modal vocabulary presentation modes and different emotional states on English vocabulary JOL can provide empirical support for the effective teaching of English vocabulary.In this study,two experiments were designed to explore whether multimodal presentation and different emotional states affect English vocabulary learning judgment.Experiment 1 was designed in a single factor subject,which mainly examined whether the presentation of vocabulary in different modalities affected the effect of English vocabulary retention and whether it affected the self-monitoring level in the process of English vocabulary learning.The independent variables are different modal presentation methods(dynamic video/static image/text presentation),and the dependent variables are self-paced learning time,recall performance,the level of JOL,and judgment accuracy.The results show that different modal presentation methods have a significant impact on the English vocabulary JOL of college students.Under the multimodal presentation(dynamic video and static image),the participant’s self-paced learning time of English vocabulary was significantly lower than that of the singlemodal presentation(text presentation).In the multimodal presentation,the participants’ English vocabulary recall performance,the level of JOL and judgment accuracy were significantly higher than those in the single-modal presentation.Experiment 2 is a two-factor mixed experimental design of 2(emotion-induced state: positive and negative)× 3(different modal presentation: dynamic video/static picture/text presentation),and on the basis of experiment 1,the video clips with emotional colors are used as materials to induce different emotions,and the influence of multimodal presentation in different emotion-induced states on English vocabulary JOL is further explored.The results showed that there was an interaction between multimodal presentation and emotional state on English vocabulary JOL,and there were significant differences in the subjects’ self-paced learning time,recall performance and learning judgment level under different modal presentation modes.In the state of negative emotion,no matter what modality is presented,the difference in self-paced learning time,recall performance and the level of JOL of the participants is not significant,so emotion can have an impact on learners’ memory effect and memory monitoring.This study confirms the influence of multimodal presentation and emotional state on English vocabulary JOL,and has a clearer understanding of the internal processing process of learning activities,and has important theoretical value and practical significance for the discussion of vocabulary teaching.