DOI:
https://doi.org/10.14483/22487085.18312Published:
2022-09-19Issue:
Vol. 24 No. 2 (2022): July-DecemberSection:
Pedagogical InnovationsIncreasing Vocabulary Acquisition and Retention in EFL Young Learners through the Use of Multimodal Texts (Memes)
Aumentando la adquisición y retención del vocabulario en estudiantes de inglés como segunda lengua a través del uso de textos multimodales (memes)
Keywords:
enseñanza de inglés como lengua extranjera, memes, jóvenes estudiantes, vocabulario (es).Keywords:
EFL, memes, young learners, vocabulary (en).Downloads
Abstract (en)
This research assessed the use of multimodal texts for vocabulary acquisition and retention of 18 EFL young learners from 6th grade aged between 11 and 12 years and enrolled in a primary school in Chile. The multimodal texts (memes) were designed by the researchers and selected to meet different criteria in terms of vocabulary. To gather information, three vocabulary tests were administered: before, right after, and two weeks after the end of the intervention. The data from the tests were analyzed with descriptive statistics, while the focus groups were interpreted with the content analysis technique. The results reveal an increase in the acquisition and retention of the selected vocabulary. Furthermore, the focus group conducted with the students shows that young learners value the acquisition of English as a foreign language, especially through the use of vocabulary. Finally, the use of multimodal texts in the classroom is perceived by students as an innovative and fun way to learn.
Abstract (es)
Esta investigación evaluó el uso de textos multimodales para la adquisición y retención de vocabulario de 18 jóvenes estudiantes de inglés como lengua extranjera de entre 11 y 12 años de edad y matriculados en una escuela primaria de Chile. Los textos multimodales (memes) fueron diseñados por los investigadores y seleccionados para cumplir con diferentes criterios en términos de vocabulario. Para recopilar información, se aplicaron tres pruebas de vocabulario: antes, inmediatamente después y dos semanas después del final de la intervención. Los datos de las pruebas se analizaron con estadísticas descriptivas, mientras que los grupos de discusión se interpretaron con la técnica de análisis de contenido. Los resultados revelan un aumento en la adquisición y retención del vocabulario elegido. Además, el grupo focal realizado con los alumnos muestra que los estudiantes jóvenes valoran la adquisición del inglés como lengua extranjera, especialmente a través del uso de vocabulario. Por último, el uso de textos multimodales en el aula es percibido por los alumnos como una forma innovadora y divertida de aprender.
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