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Volume 27, Issue 3 (Autumn 2025)
Advances in Cognitive Sciences 2025, 27(3): 107-121 |
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Rahmani Doqaruni V. Modality effects on cognitive processing of semantic decision tasks by second language learners. Advances in Cognitive Sciences 2025; 27 (3) :107-121
URL: http://icssjournal.ir/article-1-1816-en.html
URL: http://icssjournal.ir/article-1-1816-en.html
Assistant Professor of Teaching English as a Foreign Language, Department of English Language and Literature, Faculty of Humanities, University of Gonabad, Gonabad, Iran
Abstract: (866 Views)
Abstract
Introduction: This study investigates the effects of different modalities (i.e., reading, listening, and reading while listening) on the cognitive processing of single words among second language (L2) learners. Specifically, it aims to determine which modality enhances semantic processing efficiency in an L2 context.
Methods: To achieve this, a semantic decision task was administered in which participants viewed pairs of words presented sequentially and judged whether the target word was emotionally congruent with the preceding word. The study involved 120 Iranian English as a Foreign Language (EFL) learners, who were randomly divided into three equal groups of 40 participants each, corresponding to the three modalities: Reading, listening, and reading while listening.
Results: In order to investigate the existence of statistically significant differences in error rates between the three groups, one-way analysis of variance (ANOVA) was performed. Data analysis revealed that modality type significantly affects cognitive performance in semantic decision-making. Notably, participants exposed to multimodal input (i.e., reading while listening) demonstrated superior efficiency and accuracy in processing single L2 words compared to those in the single-modality groups.
Conclusion: These findings suggest that presenting information simultaneously across visual and auditory channels enables learners to activate multiple cognitive pathways, thereby enhancing the retention and retrieval of words. While unimodal input provides valuable linguistic exposure, it places the entire cognitive load on a single sensory channel, potentially limiting processing efficiency and increasing cognitive burden. In contrast, multimodal input distributes processing across channels, prevents cognitive overload, and facilitates deeper processing.
Introduction: This study investigates the effects of different modalities (i.e., reading, listening, and reading while listening) on the cognitive processing of single words among second language (L2) learners. Specifically, it aims to determine which modality enhances semantic processing efficiency in an L2 context.
Methods: To achieve this, a semantic decision task was administered in which participants viewed pairs of words presented sequentially and judged whether the target word was emotionally congruent with the preceding word. The study involved 120 Iranian English as a Foreign Language (EFL) learners, who were randomly divided into three equal groups of 40 participants each, corresponding to the three modalities: Reading, listening, and reading while listening.
Results: In order to investigate the existence of statistically significant differences in error rates between the three groups, one-way analysis of variance (ANOVA) was performed. Data analysis revealed that modality type significantly affects cognitive performance in semantic decision-making. Notably, participants exposed to multimodal input (i.e., reading while listening) demonstrated superior efficiency and accuracy in processing single L2 words compared to those in the single-modality groups.
Conclusion: These findings suggest that presenting information simultaneously across visual and auditory channels enables learners to activate multiple cognitive pathways, thereby enhancing the retention and retrieval of words. While unimodal input provides valuable linguistic exposure, it places the entire cognitive load on a single sensory channel, potentially limiting processing efficiency and increasing cognitive burden. In contrast, multimodal input distributes processing across channels, prevents cognitive overload, and facilitates deeper processing.
Keywords: Modality effects, Multimodal input, Cognitive processing, Semantic decision task, L2 learning
Type of Study: Research |
Received: 2025/08/19 | Accepted: 2025/10/19 | Published: 2025/11/25
Received: 2025/08/19 | Accepted: 2025/10/19 | Published: 2025/11/25
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