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Shawna P. Ortogero

University of Hawaiʻi at Mānoa, USA

 

Amber B. Ray

University of Illinois Urbana-Champaign, USA

 

Kate E. Connor

Western Michigan University, USA

 

Abstract

This mixed method study examined the effects that a Self-Regulated Multimedia Cognitive Learning Model, infused with internationally acclaimed effective instructional vocabulary strategies, had on the vocabulary acquisition skills of adult English Learners enrolled in a college course. Outcome measures included vocabulary pretests and posttests, surveys, and participant interviews. Quantitative data were analyzed using descriptive statistics and paired samples t-tests whereas qualitative data was analyzed using open, axial, and selective coding. Findings were statistically significant across all six vocabulary tests, with large effect sizes. Overall, adult English Learners perceived the vocabulary instruction using a Self-Regulated Multimedia Cognitive Learning Model to be beneficial to their vocabulary learning and useful for generalization purposes outside of the classroom. Future research and implications for practice are also offered for the use of the SelfRegulated Multimedia Cognitive Learning Model to improve second language learning and the college success rates of English Learners in the United States.

 

Keywords

Vocabulary acquisition, self-regulation, multimedia, English Learners, mixed method