Working memory tasks and multimedia resources in the acquisition of English vocabulary
DOI:
https://doi.org/10.33010/ie_rie_rediech.v15i0.2096Keywords:
Cognitive strategies, teaching resources, English learning, University educationAbstract
The main objective of this paper was to evaluate the effect of a training scheme, combining verbal working memory tasks and the use of multimedia resources on vocabulary learning in English as a foreign language. From a quantitative approach, a quasi-experimental pretest-posttest study was implemented with a control group and three trained groups. The participants were 70 University students from a public institution in Southeastern Mexico, with a proportion of 68.6% men with an average age of 20.1 years and 20 years for women. The four groups attended the English I course and were assigned to the following training conditions: working memory tasks, lessons with multimedia resources, the combination of the two conditions previously mentioned, and none. Before and after the intervention, two vocabulary tests (forms A and B) were administered. The results indicate a significant improvement in vocabulary acquisition for both vocabulary-trained groups, especially for the one that received mixed training. One possible explanation is that the use of working memory tasks improved their level of attention on the post-test. Although the findings are in line with those found in previous work, some reservations must be maintained due to the size of the samples.
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