Abstract Visual impairment (VI) affects around 2.2 billion people globally (World Health Organization, 2019). VI language learners need strong vocabulary knowledge as much as sighted (SI) learners, yet little is known about how different instruction types impact their vocabulary development. In this study, 16 VI and 16 SI learners of English were taught 60 vocabulary items counterbalanced through two aural input methods: codeswitching (CS), giving first language (L1) explanations, and aural input manipulation (AIM) with CS (AIMCS), where increased volume emphasized words alongside CS explanations. Pre-, post-, and delayed post-tests indicated that AIMCS led to better short-term vocabulary retention for both groups, with no significant differences longer term. VI learners benefited more overall, and learners with lower initial vocabulary showed the greatest gains. Listening proficiency moderated the effects, with AIMCS offering greater short-term benefits for learners with higher listening proficiency. The study suggests AIMCS enhances short-term vocabulary learning, particularly for VI learners, but listening proficiency is critical.
Building similarity graph...
Analyzing shared references across papers
Loading...
Badri et al. (Sun,) studied this question.
www.synapsesocial.com/papers/69fd7f4fbfa21ec5bbf07c28 — DOI: https://doi.org/10.1017/s0272263125101101
Areen Badri
Suzanne Graham
Pengchong Zhang
Studies in Second Language Acquisition
University of Reading
Building similarity graph...
Analyzing shared references across papers
Loading...