Abstract
The purpose of this study is to develop and evaluate the effects of multi-image presentation system MIPS on student learning achievement and satisfaction in the college English as second language ESL course. This paper utilizes the MIPS, based on Mayer's cognitive theory of multimedia learning CTML, to present the recording/recorded facial movements of both teacher and practitioner on the same screen. This means to improve the vocabulary learning by effective pronunciation practice. The instruction supported by MIPS was compared with a traditional English teaching using whiteboard. An experimental research design was employed and 59 freshmen from an institute of technology in Taiwan were involved in this study. Evaluation of the instruction was based upon data from test scores and questionnaire related to student learning satisfaction. The results revealed that there were statistically significant differences between the students in experimental group and control group on measures of learning achievement and satisfaction.
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