Speakers
Description
This presentation examines the effectiveness of multimodal flashcard practice in vocabulary acquisition. Analysis of data from 114 university students revealed interesting patterns in how different practice modes impact short-term versus long-term collocation retention. While writing-based practice showed initial advantages, our statistical analysis uncovered unexpected results about the role of contextualized listening for sustained vocabulary development. The presentation will explore these findings and their implications for instructional design and technology implementation in language education.
Summary
This presentation examines the effectiveness of multimodal flashcard practice in vocabulary acquisition. Analysis of data from 114 university students revealed interesting patterns in how different practice modes impact short-term versus long-term collocation retention. While writing-based practice showed initial advantages, our statistical analysis uncovered unexpected results about the role of contextualized listening for sustained vocabulary development. The presentation will explore these findings and their implications for instructional design and technology implementation in language education.
| Teaching Context | College and university education |
|---|
