Abstract:
In learning a language, vocabulary is one of the most significant factors, lying as a solid basis for learners; however, the complex system of human’s cognitive processing works under many constraints. Therefore this research incorporated the Cognitive Theory of Multimedia Learning and vocabulary learning together so as to promote better and deeper understanding. Mix Methods were used for the research conduct. The purposes were to (1) develop Vocabulary Learning Model based on Cognitive Theory of Multimedia Learning (VCML), (2) investigate the effects of VCML on the learners’ vocabulary achievement, (3) investigate the effects of VCML on the learners’ vocabulary retention, (4) investigate the effects of VCML on the learners’ vocabulary transferred knowledge to use, and (5) explore the learners’ opinions towards the application of VCML. There were 2 main phases including development of VCML, and (2) the implementation of the VCML. The research instruments included semi-structure interview, focus group interview, questionnaire, pretest, immediate posttest, delayed test, and cloze test. Statistics used were descriptive statistics, content analysis and Wilcoxon Signed-Rank Test.
The findings revealed that 1) there were 4 key components of the model comprised (1.1) input, (1.2) instructional process, (1.3) evaluation, and (1.4) outcome, 2) the learners’ achievement level was significantly higher after the VCML treatment (P = 0.01), 3) the learners could retain the vocabulary knowledge after a two-week delay, 4) the learners possessed higher ability to transfer the vocabulary knowledge to use at an independent level overall (mean > 50%), and 4) the learners had positive opinions toward the application of VCML with the overall result of a high level (mean = 4.27, S.D. = 0.687).
