The Impact of Verbal and Nonverbal Audio Input on Explicit Foreign Language Vocabulary Learning

Abstract

Auditory resources can make learning more effective for a diverse array of learners. While some interest has been expressed in exploring the impact of verbal auditory resources (e.g., speech or word pronunciation) on learning, few studies have been conducted on the role of nonverbal auditory resources (e.g., sound effects or instrumental background music). This quantitative study examined the impact of verbal and nonverbal auditory resources via a multimedia presentation for explicit foreign language (FL) vocabulary learning. This within-subjects, quantitative study exposed 216 Polish native speakers to new, counterbalanced English words. We compared the effectiveness of four learning conditions in which words were equipped with verbal and/or nonverbal auditory resources: (1) pronunciation, (2) sound effects, (3) pronunciation plus sound effects, or (4) no audio (control condition). A one-way repeated analysis of variance revealed that vocabulary with nonverbal auditory resources (i.e., sound effects) was associated with significantly higher scores compared with vocabulary with no audio. Vocabulary with verbal auditory resources (i.e., pronunciation) alone or with the combination of verbal and nonverbal auditory resources (i.e., pronunciation plus sound effects) showed no significant differences from the condition with no audio. Both immediate and seven-day delayed posttests confirmed the positive learning impact of sound effects.