Poster #21 - Technology-Based Learning Environments for Dual Language Learners: An Examination of Dual-Coding Theory for L2 Vocabulary Learning

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-3 - Sight, Sound, and Touch: Presentation Variations for Educational Technology

Abstract

The purpose of this paper is to examine whether technology-based learning environments have the potential to provide DLLs with rich teaching and learning experiences of vocabulary in a new language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from information that is processed both verbally and visually, and uses English language proficiency as an important contextual factor that might impact vocabulary learning on screens. Adopting a within-subjects design on 43 preschool-aged DLLs, and using eye-tracking technology to monitor children’s attention, this study establishes that DLLs are able to identify more words that are taught on screen when information is dual-coded, particularly if they have lower English language proficiency. Implications for technology-based learning environments will be discussed.

Authors

• Kevin M. Wong, Pepperdine University

• Preeti Ganesh Samudra, New York University