Sun, Oct 19, 2025
| فارسی
University of Gonabad
Abstract: (24 Views)
Introduction: This study investigates the effect 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, wherein participants viewed pairs of words presented sequentially and judged whether the target word was affectively related to 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: 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 combining visual and auditory input facilitates deeper cognitive engagement and enhances semantic integration in L2 vocabulary tasks. The results have practical implications for language teaching methodologies, supporting the integration of multimodal approaches to improve vocabulary acquisition and cognitive processing in L2 learning.
Methods: To achieve this, a semantic decision task was administered, wherein participants viewed pairs of words presented sequentially and judged whether the target word was affectively related to 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: 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 combining visual and auditory input facilitates deeper cognitive engagement and enhances semantic integration in L2 vocabulary tasks. The results have practical implications for language teaching methodologies, supporting the integration of multimodal approaches to improve vocabulary acquisition and cognitive processing in L2 learning.
Keywords: modality effects, multimodal input, cognitive processing, semantic decision task, L2 learning
Type of Study: Research |
Received: 2025/08/19 | Accepted: 2025/10/19
Received: 2025/08/19 | Accepted: 2025/10/19
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