Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary Learning

This study is an investigation of the use of multimedia components such as visual text, spoken text, and graphics in a Web-based self-instruction program to increase learners’ English vocabulary learning at Myungin Middle School in Seoul, South Korea. A total of 172 middle school students (14 years of age) in five classes participated in the study. Each individual was required to complete several testing instruments such as a pretest, posttest, retention test, and attitude inventory. Participants learned better when they received “visual text and added graphics” or “visual text, added spoken text, and added graphics” instruction. Although the added multimedia components required learners to spend more time on the instruction, the extra time was not significant. The results lead one to conclude that an effective way to improve learning of English vocabulary is to offer graphics that illustrate what the vocabulary means.