Exploring the Effect of Multimedia Book Reading on English Language Learners’ Vocabulary Learning

• In Event: Roundtable Session 27
  In Roundtable Session: Nurturing Second-Language Literacy Skills With Immersion, Corrective Feedback, and Multimedia Book Reading

Abstract

This study aimed to investigate the effects of multimedia storybook reading on preschool English Language Learners’ (ELLs’) vocabulary learning. Sixteen participants were assigned to either multimedia or printed-book reading group based on their vocabulary pretest performance. With adult assistance, the participants each had a four-week reading intervention using either multimedia stories or the printed version of the same stories. A target vocabulary test was held to compare the effects between multimedia story reading treatment and traditional story reading treatment. The test results supported our hypothesis that multimedia story reading is more beneficial for Young ELLs’ vocabulary learning. The potential advantages of multimedia story reading were discussed.

Author

• Ninger Zhou, University of California - Irvine