INVESTIGATING HOW MULTIMODAL INPUT ENHANCED RETENTION AND RECALL OF VOCABULARY: A CORPUS-BASED STUDY OF EFL SECONDARY-GRADE LEARNERS
Keywords:
Corpus Linguistics, CTML, Multimodal Input, Secondary-Grade Learners, UBL, Vocabulary Retention, RecallAbstract
Vocabulary is central to English as a Foreign Language (EFL) learning, yet retention and recall remain challenging for EFL learners. This study examines the effectiveness of multimodal input in improving the retention and recall of vocabulary among secondary-grade learners, using a corpus-based methodology. A learner corpus was compiled from official secondary-grade English textbook, which informed vocabulary selection and analysis. The research is grounded on Cognitive Theory of Multimedia Learning (CTML), which emphasize dual-channel processing in multimodal environment (Mayer, 2021) and Usage-Based Learning (UBL), which highlights repeated exposure and contextual use as drivers of lexical development (Ellis et al., 2016). It explores how visual, auditory, and kinesthetic modalities contribute to learning outcomes, and identifies the long-term benefits of employing multimodal strategies in vocabulary acquisition. The data collected from 40 learners of secondary-grade learners divided equally into experimental and control group, and then analysis through SPSS Software. Pre-test, post-test, delayed test, and oral recall test was conducted. This research contributes to the understanding of multimodal learning's impact on vocabulary retention, providing insights into learner practices for enhancing language learning in secondary school learners. The result showed that multimodal input significantly enhanced both immediate retention and delayed recall. These results suggest that combining multimodal pedagogy with corpus-informed selection offers a powerful approach to vocabulary learning and teaching.
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