The productive vocabulary of multimodal and unimodal English as a Foreign Language learners

  1. Montero-SaizAja, Alejandra 1
  1. 1 Universidad de La Rioja
    info
    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

    Geographic location of the organization Universidad de La Rioja
Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2022

Issue Title: Monográfico

Issue: 4

Pages: 139-153

Type: Article

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DOI: 10.30827/PORTALIN.VI.21389 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Institutional repository: lock_openOpen access Editor
Persistent identifier: https://hdl.handle.net/20.500.14797/63feadbe893da408226e5382

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Abstract

This study investigated the productive vocabulary of EFL learners divided into two groups: multimodal (preference for two or three perceptual learning styles) and unimodal (preference for one perceptual learning style). The objectives of this research were twofold: (1) to identify the productive vocabulary of multimodal and unimodal EFL learners; and (2) to ascertain whether there were statistically significant differences between productive vocabulary and the preferences for learning (multimodality or unimodality). The sample consisted of 60 Spanish EFL learners (24 multimodal and 36 unimodal) in the 12th grade. The data collection instruments were the Learning Style Survey (Cohen et al., 2009) to divide the informants into multimodal and unimodal learners, and the 2,000-word version of the Productive Vocabulary Levels Test (Laufer & Nation, 1995, 1999) to measure their productive vocabulary. Then, data were coded and subjected to quantitative analyses. The findings indicated that multimodal learners had more productive vocabulary (1,186 words) than their unimodal peers (948 words). However, there were not statistically significant differences between multimodal and unimodal learners in their productive vocabulary. However, both the effect size and the strength of association were large. Therefore, the results suggested that EFL learners employed different sensory modalities to learn vocabulary.

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Data source: Dialnet