Abstract
Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well.
Highlights
One of the most important factors of successful reading comprehension is the quality of vocabulary known for the reader because vocabulary plays a pivotal role in reading comprehension. 98 percent of words is required to be known for FL/L2 learners to understand the reading texts (Schmitt, Jiang, & Grabe, 2011)
It is impossible that full comprehension of texts can be accomplished without understanding its vocabulary (Nation, 2001), and it is believed that all researchers can agree to is that learning vocabulary is an essential part of mastering in second language learning (Schimtt, 2008)
The overall number of learners taking part in the study was 72, Group 1 (N = 24) read the passages with multimodal glossing for Target Words (MMGR program), Group 2 (N = 24) read the passages with textual glossing for Target Words (TGR program), and Group 3 (N = 24), the one with no glossing for Target Words
Summary
One of the most important factors of successful reading comprehension is the quality of vocabulary known for the reader because vocabulary plays a pivotal role in reading comprehension. 98 percent of words is required to be known for FL/L2 (foreign language/ second language) learners to understand the reading texts (Schmitt, Jiang, & Grabe, 2011). 98 percent of words is required to be known for FL/L2 (foreign language/ second language) learners to understand the reading texts (Schmitt, Jiang, & Grabe, 2011). It is impossible that full comprehension of texts can be accomplished without understanding its vocabulary (Nation, 2001), and it is believed that all researchers can agree to is that learning vocabulary is an essential part of mastering in second language learning (Schimtt, 2008). Many ESL teachers take it into prior consideration and try to find the best way to teach vocabulary, and it is impossible to teach all the words of language to learners. The problem makes learners have awareness of their limitations in their vocabulary knowledge block their ability to communicate and comprehend the reading text effectively (Read, 2004)
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