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Participants’ Self-Satisfaction Towards Learning Modes TABLE 7 According to their responses to the online survey (Appendix B), the participants had both positive and negative points of view for each media mode. They considered that using an image can facilitate understanding for unknown words since an image provides association function for the word. They also responded they could learn vocabulary in a short time when using an image with texts, which correlated to the test results. However, when an image does not match with the meaning of the word, the learner may have difficulty learning new words. The following statements are participants’ responses when asked how they interacted with images to learn vocabulary based on online survey. Pseudonyms have been used with their responses.

Table 7 Participants’ Self-Satisfaction Towards Learning Modes TABLE 7 According to their responses to the online survey (Appendix B), the participants had both positive and negative points of view for each media mode. They considered that using an image can facilitate understanding for unknown words since an image provides association function for the word. They also responded they could learn vocabulary in a short time when using an image with texts, which correlated to the test results. However, when an image does not match with the meaning of the word, the learner may have difficulty learning new words. The following statements are participants’ responses when asked how they interacted with images to learn vocabulary based on online survey. Pseudonyms have been used with their responses.

Related Figures (9)

A Test Item on the Pre-Test With Results Using Question Writer FIGURE 1
A Test Item on the Pre-Test With Results Using Question Writer FIGURE 1
put out: v. to cause something to stop burnings ndship. e.g. Firefighters soon put the fire out. FIGURE 3 the participant could understand how the words are used in contexts. The “images with texts” Group A studied vocabulary on the class website where the participants can access images and texts for word definitions with examples sentences Figure 3. The “video clips with texts” Group B watched 30 video clips provided by the researcher. These clips were from the EnglishCentral website (https://ko.english central.com/videos). Each video clip has several sentences about the selected words without sounds so the participants studied vocabulary meaning in the contexts. The participants could also read definitions of the words while watching a video clip Figure 4. All definitions were written in English, and there was a sentence using each word so the participant could understand how the words are used in contexts. participants could also read definitions of the words while watching a video clip Figure
put out: v. to cause something to stop burnings ndship. e.g. Firefighters soon put the fire out. FIGURE 3 the participant could understand how the words are used in contexts. The “images with texts” Group A studied vocabulary on the class website where the participants can access images and texts for word definitions with examples sentences Figure 3. The “video clips with texts” Group B watched 30 video clips provided by the researcher. These clips were from the EnglishCentral website (https://ko.english central.com/videos). Each video clip has several sentences about the selected words without sounds so the participants studied vocabulary meaning in the contexts. The participants could also read definitions of the words while watching a video clip Figure 4. All definitions were written in English, and there was a sentence using each word so the participant could understand how the words are used in contexts. participants could also read definitions of the words while watching a video clip Figure
One week later, the participants took the delayed post-test (Appendix C) in the One week later, the participants took the delayed post-test (Appendix C) in the classroom to check their retention of the vocabulary again on the paper-based test for 5 minutes. The test duration and the test items were the same as the post-test. The researcher used an online timer to keep the time. All data obtained from the three test scores were analyzed by independent-sample ¢-tests or paired t-tests of the SPSS program. After finishing the post-test, all participants were asked to reply to the online survey (Appendix B). This survey was conducted to investigate participants’ learning experiences. It also determined their computer proficiency to take vocabulary online tests and their attitudes towards two different modes regarding to positive and negative responses to vocabulary learning. The survey was written in English so most participants answered the questions in English. However, some replied in Korean so the researcher produced an accurate translation of the Korean answers into English. classroom to check their retention of the vocabulary again on the paper-based test for 5 minutes. The test duration and the test items were the same as the post-test. The researcher
One week later, the participants took the delayed post-test (Appendix C) in the One week later, the participants took the delayed post-test (Appendix C) in the classroom to check their retention of the vocabulary again on the paper-based test for 5 minutes. The test duration and the test items were the same as the post-test. The researcher used an online timer to keep the time. All data obtained from the three test scores were analyzed by independent-sample ¢-tests or paired t-tests of the SPSS program. After finishing the post-test, all participants were asked to reply to the online survey (Appendix B). This survey was conducted to investigate participants’ learning experiences. It also determined their computer proficiency to take vocabulary online tests and their attitudes towards two different modes regarding to positive and negative responses to vocabulary learning. The survey was written in English so most participants answered the questions in English. However, some replied in Korean so the researcher produced an accurate translation of the Korean answers into English. classroom to check their retention of the vocabulary again on the paper-based test for 5 minutes. The test duration and the test items were the same as the post-test. The researcher
Test Scores on the Pre-Test TABLE 3 TABLE 4
Test Scores on the Pre-Test TABLE 3 TABLE 4
Test Scores on the Post-test and the Delayed Post-test TABLE 5
Test Scores on the Post-test and the Delayed Post-test TABLE 5
The Results of the Pre-Test, the Post-test, and the Delayed Post-Test for Both Groups
The Results of the Pre-Test, the Post-test, and the Delayed Post-Test for Both Groups
The Results of the Pre-Test, the Post-Test, and the Delayed Post-Test for Both Groups 2. Attitudes Towards Using Two Modes for Vocabulary Learning TABLE 6
The Results of the Pre-Test, the Post-Test, and the Delayed Post-Test for Both Groups 2. Attitudes Towards Using Two Modes for Vocabulary Learning TABLE 6
A. Vocabulary List APPENDIX styles on vocabulary learning. CALICO Journal, 21(1), 131-144.
A. Vocabulary List APPENDIX styles on vocabulary learning. CALICO Journal, 21(1), 131-144.
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