| Title: |
Training with Multimedia Resources and Verbal Working Memory Tasks: Effects on Vocabulary of English as a Foreign Language |
| Language: |
English |
| Authors: |
Ismael Esquivel-Gámez (ORCID 0000-0001-7914-5170); Julio César Berthely-Barrios (ORCID 0000-0003-2950-7270) |
| Source: |
MEXTESOL Journal. 2025 49(4). |
| Availability: |
MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/ |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Multimedia Instruction; Multimedia Materials; Training; Short Term Memory; Verbal Ability; Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; College Students; Foreign Countries; Instructional Effectiveness |
| Geographic Terms: |
Mexico |
| ISSN: |
2395-9908 |
| Abstract: |
The primary objective of this study was to evaluate the effect of the use of multimedia resources on vocabulary learning in English as a foreign language, and the secondary objective was to verify the influence of additional verbal workingmemory training. Following a quantitative approach, a quasi-experimental pretest-posttest study was performed with one control group and three experimental groups associated with different training conditions. A total of 87 students from a public university in southeastern Mexico participated in the study, 43.6% were women with an average age of 19.81 years and 19.83 for men. The participants were pre-divided into four groups, and measurements were taken using two instruments: variants A and B, which had been validated in previous studies. Vocabulary training used multimedia resources and formative evaluations conducted through a virtual platform course with lessons. At the same time, two groups received additional working memory training, which involved complex span tasks with verbal stimuli. In the post-test, the same tests were administered, revealing a significant improvement in the trained groups, especially among those who received additional working memory training. Furthermore, those who obtained the lowest initial scores had the most significant gains, mainly in the above-mentioned groups. Therefore, the main finding is that the combined training produced better gains in vocabulary acquisition, possibly because the use of working memory tasks improved their level of attention on the post-test. However, some reservations should be made, given the distance modality under which the study was conducted. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1492659 |
| Database: |
ERIC |