The Effects of Multimedia Glosses on Vocabulary

Learning and Vocabulary Retention among

Students with different Proficiency Levels

ENGLISH UNIT
MRSM MERBOK
 INTRODUCTION

• Vocabulary learning is essential for the

learning of a second language,  it is an
on-going challenge for L2 learners (Waring
& Nation, 2004).
• There is no doubt that learning vocabulary
is an essential part for language mastery
(Schmitt, 2010)
Lack vocabulary
i) Challenge in coping with the 4 language skills -
(Naginder& Kabilan,2007; Syed Aziz Baftin, 2005)
ii) Unable to guess the meanings of words in context
(Ratnawati and Ismail, 2003; Schmitt, 2000)
iii) Guessing the meaning is complex - unless readers
know most of the words in the text

PROBLEM
STATEMENT

Tend to forget newly

learned words quickly. -
(Leeke & Shaw, 2000;
Yoshii & Flaitz, 2002).
 OBJECTIVES
• 1) To evaluate the use of multimedia
glosses on vocabulary learning when
measured immediately after the intervention.
• 2) To evaluate the use of multimedia
glosses on vocabulary retention when
measured two weeks after the intervention.
Theoretical Framework
COGNITIVE THEORY OF
MULTIMEDIA LEARNING
 can be
downloaded at
http://www.cou
rselab.com/vie
w_doc.html?
mode=home
a combination of
PowerPoint (as it
contains slides or
use in pages), Adobe
creating Flash (Interaction,
CourseLab Frames) and
interactive
educational Adobe Authorware
materials. (some logic and
programming can
be added)
CourseLab Web Page
 Allesi &
Trollip
model
(2001)

30 words Topic chosen :

(describing “Holiday
places) – Courseware
Destinations”, -
adjectives, Development describing
verbs and places.
nouns

courseware :
Audio &
Picture (AP
mode)
Screenshot of Audio and Picture mode gloss