L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners

Abstract

The purpose of this study was to examine whether technology-based learning environments have the potential to support dual-language learners’ (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and visually, and uses English language proficiency as an important contextual factor that might impact vocabulary learning on screens. Adopting a within-subjects design on 43 preschool-aged DLLs, and using eye-tracking technology to monitor children’s attention, this study finds that DLLs are able to identify more words that are taught on screen when information is dual-coded, particularly if they have lower English language proficiency. Implications for the field of computer-assisted language learning are discussed.

Keywords:

• Educational media
• preschool
• vocabulary
• dual-language learners
• dual-coding theory
• eye-tracking

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Kevin M. Wong is a PhD Candidate and Adjunct Instructor at New York University-Steinhardt. He is also a full-time Instructor at Monroe College. His research interests include educational media and vocabulary development for young dual-language learners.

Preeti G. Samudra is an Assistant Professor in the Department of Psychology at SUNY Plattsburgh. She is a developmental psychologist whose research focuses on supporting the language and literacy development of diverse learners.