DOI: 10.25952/gtk5-ge13
title: All data collected for project "Visual Fables & Language Learning" - Thesis title "Multimodal Visual Fables as a Pedagogy for Second Language Vocabulary Acquisition"

description: As teaching methodologies continue to evolve, many subjects are increasingly incorporating visual and multimedia approaches to enhance student engagement and comprehension. Similarly, in the field of second language learning, the significant contribution of multimedia input to second language learning outcomes and processes has been frequently reported. However, very few studies have provided insight into which combination of multimedia elements is consistent with current curriculum demands, particularly for developing viewing skills. While acknowledging a substantial body of research that supports the role of multimodality in second language vocabulary learning, this study is explicitly positioned by providing a response to the identified gap between theory and practice and offers a model that not only integrates these theories but sets out to apply them in an innovative and creative learning tool. In response to the identified classroom needs, this project presents the Visual Language Learning (VLL) tool, a classroom-tested prototype that quantifies vocabulary per minute gains using whiteboard-animated fables integrated with synchronised audio and captions, a metric missing from earlier multimodal research. The rich and diverse vocabulary inherent in fables is an excellent resource for second language vocabulary learning and cultural awareness. The research draws on dual coding, cognitive load, and multimedia learning theories and employs a mixed-methods approach to assess the VLL tool's positive impact on vocabulary acquisition in both sample and control group studies. Results reveal that the VLL tool achieves higher immediate vocabulary gains and short-term retention efficiency than traditional narration, emphasising the need for reinforcement strategies. The theory derived from the research, known as the progressive immersion hypothesis (PIH), advances the concept of interstitial immersion (II)—brief, culture-rich, multimodal encounters inserted between scheduled lessons that, when combined with classroom or independent engagement via the VLL tool, intensify vocabulary growth and cultural literacy. The innovative approach to second language acquisition offered by this research is an efficient, engaging, and attractive way of teaching languages that will appeal to contemporary learning styles. Further testing on a broader scale is suggested.
description: As teaching methodologies continue to evolve, many subjects are increasingly incorporating visual and multimedia approaches to enhance student engagement and comprehension. Similarly, in the field of second language learning, the significant contribution of multimedia input to second language learning outcomes and processes has been frequently reported. However, very few studies have provided insight into which combination of multimedia elements is consistent with current curriculum demands, particularly for developing viewing skills. While acknowledging a substantial body of research that supports the role of multimodality in second language vocabulary learning, this study is explicitly positioned by providing a response to the identified gap between theory and practice and offers a model that not only integrates these theories but sets out to apply them in an innovative and creative learning tool. In response to the identified classroom needs, this project presents the Visual Language Learning (VLL) tool, a classroom-tested prototype that quantifies vocabulary per minute gains using whiteboard-animated fables integrated with synchronised audio and captions, a metric missing from earlier multimodal research. The rich and diverse vocabulary inherent in fables is an excellent resource for second language vocabulary learning and cultural awareness. The research draws on dual coding, cognitive load, and multimedia learning theories and employs a mixed-methods approach to assess the VLL tool's positive impact on vocabulary acquisition in both sample and control group studies. Results reveal that the VLL tool achieves higher immediate vocabulary gains and short-term retention efficiency than traditional narration, emphasising the need for reinforcement strategies. The theory derived from the research, known as the progressive immersion hypothesis (PIH), advances the concept of interstitial immersion (II)—brief, culture-rich, multimodal encounters inserted between scheduled lessons that, when combined with classroom or independent engagement via the VLL tool, intensify vocabulary growth and cultural literacy. The innovative approach to second language acquisition offered by this research is an efficient, engaging, and attractive way of teaching languages that will appeal to contemporary learning styles. Further testing on a broader scale is suggested.