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Examining the Impact of Individual
Differences of Information Processing
Styles in Technology-Enhanced Second
Vocabulary Learning
Takeshi Sato Tokyo Univ. of Agri. & Tec., Japan
Yuda Lai Providence University, Taiwan
Tyler Burden Meisei University, Japan
Presentation for CLaSIC 2014 International Conference
on 5th of December 2014 at National University of Singapore
Compared with the static picture, does
this animation help ANY learners
understand a prototypical sense of
over?
Can visual aids help L2
vocabulary learning?
Yes(e.g. Chun & Plass 1996; Al-Seghayer 2001;
Yoshii & Flaiz 2002; Sato & Suzuki 2010, 2012)
Learning tools with multimedia aids
From COCONE on YouTube
Sound
PhotoImage
Animation
From COCONE
(http://www.cocone.jp)
The more
technologically
advanced, the
better
To whom is it more effective?
Overview
1. Background
2. Research questions
3. Procedure
4. Findings
5. Conclusions
1. Background
• Chanier & Selva (1998)
Animation > Picture
• Al-Seghayer (2001) Mayer and Moreno
(2002)
Video > picture
• Yoshii & Flaitz (2002)
Text and picture > Text only and picture only
My previous study
Which image could be an effective aid for
L2 vocabulary learning?
My previous study (Sato, 2013)
✓English spatial prepositions as target
words
✓Pictorial images and animated
images as visual aids
Learning English
prepositions
Difficult to learn.
Why are prepositions
difficult?
• They appear very frequently but
learners do not always understand
their meanings. (Lingstromberg
2001a)
• Learners cannot use them according
to contexts only by memorization.
(Lingstromberg 2001b)
“image schema” as a visual aid
(I)mage schemata are
abstract patterns in
our experience and
understanding...
(Johnson 1987, p.2)
prototype Extended
Examples
Extension
The clouds are above the mountain.
The amount is above $ 100.
A flat high above the river.
? A flat high on the river.
? A flat high over the river.
Schematic pictorial
information of
basic prepositional
senses should be
used. (Brala, 2002)
Schematic image can
mediate several senses
The balloon is flying over the mountain
Let’s talk over a beer!I got over my cold
How about an animation?
The balloon is flying over the mountain
Let’s talk over a beer!I got over my cold
Results
No significant difference
(Sato & Suzuki 2009, 2010, 2011,
2012; Sato 2013)
We have reached…
• Technologically-enhanced visual
aids are not always superior to
traditional pictorial aids.
• Individual factors might
influence the results
Individual factors
Styles of Processing (Childers
et al. 1985)
Imager or Verbalizer
Learners’ L1
Japanese or Chinese
Process of learning
preposition with visual aids
I am ( ) average in
Math.
• Above, On, or Over?
• Which image is the most suitable in the context?
I am aboveaverage in
Math
• Selecting appropriate one
Process of learning
preposition with visual aids
I am ( ) average in
Math.
• Above, On, or Over?
• Which image is the most suitable in the context?
I am above average in
Math
• Selecting appropriate one
Process of learning
preposition with visual aids
I am ( ) average in
Math.
• Above, On, or Over?
• Which image is the most suitable in the context?
I am above in
Math
• Selecting appropriate one
The process
needs the
ability to
develop a
mental image
of the text
Imager vs Verbalizer
• Imagers tend to think in mental pictures
rather than words.
• Verbalizers (or low imagers) tend to think
in words rather than mental pictures.
• Verbalizers might not benefit from the
strategy from Cognitive Linguistics
(Boers et al. 2008)
L1 translations make learning
English prepositions more difficult
(Tanaka 1990)
-no ue ni
above
on
overlocated at higher level
than something
How about in the case of Chinese?
zai ... shangmian
above
on
over
2. Research questions
• Overall, compared to the static visual aids, do the animated visual aids enhance the appropriate use of the prepositions?
• If the learners are imagers, do the animated visual aids enhance their appropriate use of the prepositions?
If the learners’ L1 is Chinese, do the animated visual aids enhance their appropriate use of the prepositions more than if their L1 is Japanese?
3. Procedure1.Japanese (n=160) and Taiwanese (n=51)
undergraduate students
2.Divided into 2 groups at random
3.Questionnaire (Information Processing Style)
4.Vocabulary pre-test (above, on and over)
5.Displayed 3 images or animations, with sentences
6.Post vocabulary test (randomized)
7.Production test
8.Delayed vocabulary test (2 weeks after)
9.Delayed production test
Treatment 1: Above
Tanaka et al. (eds.) 2003 coconejp from YouTube
http://www.youtube.com/watch?v=by2BIcd4AIQ
Treatment 2: On
Tanaka et al. (eds.) 2003 coconejp from YouTube
http://www.youtube.com/watch?v=Fzk8kibGX2Y&feat
ure=c4-overview&list=UUrtW7B-57zAIz_1rpPiQ8Ew
Treatment 3: Over
Tanaka et al. (eds.) 2003 coconejp from YouTube
http://www.youtube.com/watch?v=8ZGf2FF01pQ
Production (free-writing) test
• Students write as many sentences with
the prepositions as possible within 15
minutes
• Sentences were marked by two people
independently after deciding the criteria
• Scored for grammatically correct
metaphorical use (excluding idioms and
phrasal verbs)
• Average scores were used for the
analysis
1. Overall, compared to the
static visual aids, do the
animated visual aids
enhance the appropriate
use of the prepositions?
Receptive
vocabulary(Overall)
19.0
22.5
21.0
19.3
23.1
22.0
18.0
19.0
20.0
21.0
22.0
23.0
24.0
pretest posttest delaytest
2D 3D
Production (Overall)
3.46
3.08
3.91 3.74
1.00
1.50
2.00
2.50
3.00
3.50
4.00
posttest delayed test
2D 3D
t-test (receptive)
• Pre-test: t(55)= -2.41, p < 0.05
• Post-test: t(55) = -0,39, p > 0.05
• Delayed-test: t(54)= 0.61, p > 0.05
(Sato, 2013)
t-test (production)
• Post test: t(148)=-1.00, p > 0.05
• Delayed test: t(148)=-1.80, p > 0.05
2. If the learners are
imagers, do the animated
visual aids enhance their
appropriate use of the
prepositions?
Imager vs verbalizer (receptive)
22.5
20.8
22.4
21.2
24.1
22.9
22.1
21.1
19.0
20.0
21.0
22.0
23.0
24.0
25.0
imager post imager delayed verbalizer post verbalizerdelayed
2D 3D
Imager vs Verbalizer
(production)
1.94
2.48 2.74
3.38
2.00
2.48 2.54
3.10
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
2D verbalizers(n=24)
2D imagers(n=29)
3D verbalizers(n=27)
3D imagers(n=25)
posttest delayedtest
t-test (receptive)
verbalizer post t(101)= -0.314 p > 0.05
verbalizer delayed t(101)= -0.187 p > 0.05
imager post t(106)= -0.159 p > 0.05
imager delayed t(106)= -2.30 p < 0.05
t-test (production)
• Verbalizer Post test: t(49)=-1.816, p >
0.05
• Verbalizer Delayed test: t(49)=-1.421, p >
0.05
• Imager Post test: t(52)=-2.060, p < 0.05
• Imager Delayed test: t(52)=-1.402, p >
0.05
3. If the learners’ L1 is
Chinese, do the animated
visual aids enhance their
appropriate use of the senses
more than if their L1 is
Japanese?
Japanese (receptive)
18.7
22.4
20.5
18.8
22.3
21.4
18.0
19.0
20.0
21.0
22.0
23.0
pretest posttest delaytest
2D
3D
Taiwanese (receptive)
20.0
23.5
22.5
21.2
26.2
24.2
19.0
20.0
21.0
22.0
23.0
24.0
25.0
26.0
27.0
pretest posttest delayedtest
2D 3D
t-test (Japanese, receptive)
• Pretest: t(159)= -0.11 p > 0.05
• Posttest: t(159) = 0.287, p > 0.05
• Delayed test: t(159)= 0.136, p > 0.05
t-test (Taiwanese,
receptive)
• Pretest: t(49)= -0.131 p > 0.05
• Posttest: t(49) = -2.23, p < 0.05
• Delayed test: t(49)= -1.45, p > 0.05
Japanese (Production)
1.87
2.26
3.05 2.81
1.50
2.00
2.50
3.00
3.50
posttest delayedtest
2D (n=53) 3D (n=52)
Taiwanese (Production)
6.654
4.712
6.2146.000
4.000
4.500
5.000
5.500
6.000
6.500
7.000
post test delayed test
2D
3D
t-test（Japanese, production）
• Post test: t(103)=-3.927, p < 0.05
• Delayed test: t(103)=-1.858, p > 0.05
t-test（Taiwanese,
production）
• Post test: t(45)=0.55, p > 0.05
• Delayed test: t(45)=-1.89, p > 0.05
5. Conclusion
• Significant differences between the groups
Delayed vocabulary test (Imagers)
Delayed production test (Imagers)
Post vocabulary test (Taiwanese)
Post production test (Japanese)
Imagers could make better use of animated aids
Learners’ L1 might affect the results
Research Question Answers
Overall, compared to the static visual aids, do the animated aids enhance the appropriate use of the prepositions?
NO
If the learners are imagers, do the animated visual aids enhance their appropriate use of the prepositions?
YES (both in receptive and production test)
If the learners’ L1 is Chinese, do the animated visual aids enhance their appropriate use of the prepositions more than if their L1 is Japanese?
NO (Taiwanese are better in vocabulary test while Japanese in production test )
That is to say…
Individual factors affect the
result of L2 vocabulary
learning with technologically-
enhanced aids
ReferencesAl-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative study. Language Learning and Technology, 5(1), 202-232
Chun,D.L., & Plass, J.L. (1996). Effects of multimedia annotations on vocabulary acquisition. Modern Language Journal, 80(2), 183-198.
Mayer, R. & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107-119.
Lakoff, G.(1987) Woman, fire and dangerous thing. Chicago: Chicago University Press.
Langacker, R, W.(1987) Foundations of Cognitive Grammar, Volume I, Theoretical Prerequisites. Stanford, California: Stanford University Press.
Lindstromberg, S.(2001a) "Preposition Entries in UK Monolingual Learner’s Dictionaries: Problems and Possible Solutions." Applied Linguistics 22(1),pp79-103.
Lindstromberg, S. (2001b). Are English prepositions really incredibly idiomatic? Humanising Language Teaching Magazine, 3(3). Available on the Web: http://www.hltmag.co.uk/may01/lind.htm
Sato, T., & Suzuki, A. (2010). Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning? : A comparison of planar images with three- dimensional images. Asian EFL Journal, 12(4):160-172.
Sato, T., & Suzuki A. (2011). Verifying Multimedia Gloss: Image Schema and Polysemous Vocabulary in English. Proceedings of the annual conference of the European Association for Computer-Assisted Language Learning, 285-293.
Tanaka, S. (1990) Cognitive Semantics. Sanyusha: Tokyo.
Yoshii,M., & Fraitz, J.(2002). Second Language Incidental Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal, 20(1), 33-58.
Yeh, Y., & Wang, C. (2003). Effects of Multimedia Vocabulary Annotations and learning styles on vocabulary learning. CALICO Journal, 21(1). 131-144.
Thank you for listeningご清聴ありがとうございました
tsato@cc.tuat.ac.jp
https://tuat.academia.edu/TakeshiSato
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