Text First or Picture First? Evaluating Two Modes of Multimodal Input for EFL Vocabulary Meaning Acquisition

Abstract

Several studies and assumptions support the advantages of presenting pictures before texts, such as the Sequencing Effects of Integrated Model of Text and Picture Comprehension (the Sequencing Effects of ITPC Model) and the Scaffolding Assumption. However, few studies have examined the efficacy of text-first or picture-first multimodal input on second language (L2) learners’ vocabulary meaning acquisition. To examine whether the assumptions can be applied to the L2 vocabulary context, this study compares the effect of text-first and picture-first multimodal input on English as a Foreign Language (EFL) learners’ word meaning learning and retention. The multimodal materials in this study included written forms of English words, audio, first language (L1) translations and pictures. For text-first input, Chinese translations preceded pictures while it was the reverse for picture-first input. Pre-, post-, and delayed post-tests were conducted to examine learners’ gains and retention of word meaning. The results showed that though both groups achieved significant gains, participants learning with picture-first input performed significantly better and reported positive attitudes. This study reveals the advantageous effects of presenting pictures before L1 translations on L2 vocabulary meaning learning, thus indicating that the Sequencing Effects of IPTC Model and the Scaffolding Assumption can be applied to the L2 multimodal vocabulary learning context, and providing pedagogical implications for EFL teachers and material developers.