Investigating the effectiveness of vocabulary learning tasks from the perspective of the technique feature analysis: the effects of pictorial annotations Online publication date: Tue, 21-Apr-2020
by Yan Huang; Di Zou; Fu Lee Wang; Reggie Kwan; Haoran Xie
International Journal of Innovation and Learning (IJIL), Vol. 27, No. 3, 2020
Abstract: This study investigates the effectiveness of three kinds of word learning exercises in terms of Nation and Webb's (2011) technique feature analysis. Three commonly used vocabulary learning tasks: reading comprehension, sentence writing, and cloze-exercise were combined with two types of annotations: pictorial annotations and textual annotations in four tasks. Tasks 1 and 3 were provided with pictorial annotation, while tasks 2 and 4 were textual annotations. 130 college students were recruited and allocated randomly to the four tasks groups to test their learning effectiveness respectively. The results demonstrated that cloze-exercises with textual glosses were as effective as reading comprehension with pictorial glosses, and cloze-exercises with pictorial glosses were as effective as sentence-writing with textual glosses, which is in accord with the checklist of technique feature analysis and confirms the effectiveness of pictorial annotations to word learning.
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