Effect of Animated Infographics on Vocabulary Gain and Retention of Iranian Intermediate EFL Learners

Document Type : Research Paper

Authors

1 Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

2 , Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Abstract

With the rapid development of technology, multimedia comes into English classes and positively improves learners’ language proficiency. The present study attempted to consider the use of animated infographics on the vocabulary gain and retention of Iranian intermediate EFL students. The classes were held online through the Jitsi meet website in the autumn of 2021. To this end, 60 EFL students were selected among 90 students through a homogeneity test. At the beginning of the treatment period, a pretest was administered to both groups, and then, the participants attended 13 sessions. In these sessions, the animated group (AG) was taught through animated infographics, while the control group (CG) was instructed conventionally. The posttest and delayed posttests were administered to test the student’s vocabulary gain and retention. The findings indicated that the AG outperformed the CG significantly in the posttest and delayed posttest. Therefore, the animated infographics proved to be more effective in learning English vocabulary for these students. The results could have implications for teachers because it heightens their understanding of using technologies in general and animated infographics in particular and leads to more effective teaching methodologies.

Keywords

References

Afify, M. K. (2018). The effect of the difference between infographic designing types (static vs. animated) on developing visual learning designing skills and recognition of its elements and principles. International Journal of Emerging Technologies in Learning (IJET), 13(9), 204-223.
Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education (IJREE), 3(2), 115-125.
Alqudah, D., Bin Bidin, A., Azizul Hakim B., & Md Hussin, M. (2019). The impact of the educational infographic on students’ interaction and perception in Jordanian higher education: Experimental study. International Journal of Instruction, 12(4), 669–688. https://doi.org/10.29333/iji.2019.12443a
Alrajhi, A. (2020). Static infographics affect the receptive knowledge of idiomatic expressions. Indonesian Journal of Applied Linguistics, 10 (2), 315-326. http://doi.org/10.17509/ijal.v10i2.28596
Alrewle, N. S. (2017). Effects of infographics on student achievement and students’ perceptions of the impacts of infographics. Journal of Education and Human Development, 6(3), 104-117.
Anissyatus, S.  (2019). The Effect of Infographic Media on Students’ Writing Skills (A Quasi-Experimental Study at the Eleventh Grade Students of SMA Nurul Muslim in the Academic Year 2019/2020). A Graduating Paper, Teacher Training, and Education Faculty, English Education Department, State Institute for Islamic Studies Salatiga. Counselor: Mrs.Sari Famularsih, S.Pd.I., M.A
Bicen, H., & Beheshti, M. (2017). The psychological impact of infographics in education. Broad Research in Artificial Intelligence and Neuroscience, 8(4), 99–108.
             https://www.edusoft.ro/brain/index.php/brain/article/view/733/821
Bicen, H., & Beheshti, M. (2019). The psychological impact of infographics in education. Broad Research in Artificial Intelligence and Neuroscience, 8(4), 99-1-8.
Brett, P. (1998). Using multimedia: A descriptive investigation of incidental language learning. Computer Assisted Language Learning, 11 (2), 179-200.
Cakir, I. (2006). The use of video as an audio-visual material in foreign language teaching classrooms. The Turkish Online Journal of Educational Technology, 5(4), 67-72.
Canning-Wilson, C. (2000). Practical aspects of using video in the foreign language classroom. The Internet TESL Journal, 5(11). http://iteslj.org/Articles/Canning-Video.html.
Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210.
Coniam, D., & Wong, R. (2004). Internet relay chat as a tool in the autonomous development of ESL      learners’ English language ability: An exploratory study. System, 32(3), 321-335.
Eady, M. J., & Lockyer, L. (2013). Tools for learning: technology and teaching strategies: Learning to teach in primary school. The University of Technology.
Folse, K. (2004). Vocabulary myths. Ann Arbor.
Genclter, B. (2015). How does technology affect the language learning process at an early age?. Proceda-Social and Behavioral Sciences, 19(9), 311-316.
Gilakjani, A. P., & Sabouri, N. B. (2017). Advantages of using a computer in teaching English pronunciation. International Journal of Research in English Education (IJREE), 2(3), 78-85.
Ghonsooly, B., Khajavy, G. H., & Asadpour, F. (2012). Willingness to communicate in English among Iranian non-English major university students. Journal of Language and Social Psychology, 31, 197-212.
Hassan, H. G. (2016). Designing Infographics to support teaching complex science subject: A comparison between static and animated infographics [Masters thesis, Iowa State University]. https://lib.dr.iastate.edu/etd/15716/
Hemmati, M. J., & Azarnoosh, M. (2017). The effects of visual-kinesthetic activities on ESP students’ vocabulary learning. Iranian Journal of Applied Language Studies, 9 (Proceedings of the First International Conference on Language Focus), 51-60.
Hirschel, R., & Fritz, E. (2013). Learning vocabulary: CALL program versus vocabulary notebook. System, 41(3), 639-653.
Hoshino, Y. (2010). The categorical facilitation effects on L2 vocabulary learning in a classroom setting. RELC Journal, 41, 301–312.
Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17 (1), 23-59.
Ihbar, M. Z., & Said, N. E. M. (2018). The effects of blended learning on EFL high school student’s vocabulary mastery. International Journal of Innovative Research and Creative Technology, 4(6), 111-116.
Iravi, Y., & Malmir, A. (2022) The effect of lexical tools and applications on L2 vocabulary learning: A case of English academic core words. Innovation in Language Learning and Teaching, 16(4). https://doi.org/10.1080/17501229.2022.2102638
Ismaeel, D. A., & Al Mulhim, E. N. (2021). The influence of interactive and static infographics on the academic achievement of reflective and impulsive students. Australasian Journal of Educational Technology, 37(1), 147-162.
Kongwat, A., & P. Sukavatee. (2019). The effects of collaborative reading instruction using infographics on students’ reading comprehension. Online Journal of Education, 14(2), 67-85.
Krishnan, P. D., & Yunus, M. M. (2018). Animated cartoons to develop listening skills and vocabulary. International Journal of Engineering & Technology, 7 (4), 20-25.
Krum, R. (2013). Cool infographics: Effective communication with data visualization and design. John Wiley & Sons.
Lievemaa, J. (2017). Animated infographics in digital educational publishing: A case study of educational animated infographics [Doctoral dissertation]. http://urn.fi/URN:NBN:fi:amk-2017060111854
Locoro, A., Cabitz, F., Actis-Grosso, R., & Batini, C. (2017). Static and interactive infographics in daily tasks: A value in use and quality of interaction user study. Computers in Human Behavior, 71, 240-257.
Malmir, A., & Parhizkari, N. (2021). The effect of definition, fill-in-the-blank, and sentence writing exercises on the acquisition, retention, and production of lexical vs. grammatical collocations. Journal of Teaching Language Skills, 40(1), 33–82.
Manowong, S. (2017). Incorporating online tools to promote English reading for EFL learners: An action research study. Pasaa Paritat Journal, 3(2), 98-124. 
Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.
Ozdamli, F., & Ozdal, H. (2018). Developing an instructional design for infographics and evaluating infographics usage in teaching based on teacher and student opinions. Eurasia Journal of Mathematics, Sciences and Technology Education, 14 (4), 1197-1219.
Parveen, A., & Husain, N. (2021). Infographics as a promising tool for teaching and learning. Journal of Emerging Technologies and Innovative Research (JETIR), 8(6), 554-559.
Pertiwi, D. R., & Kusumaningrum, M. A. (2021). The infographic projects speaking activities. Journal of English Language and Language Teaching, 5(1), 52-62. https://doi.org/10.36597/jellt.v5i1.10026  
Peters, D. (2013). Interface design for learning: Design strategies for learning experiences. Pearson Education.
Peters. E., & Webb. S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551–577.
             https://doi.org/10.1017/S0272263117000407
Putra, K. M. (2021). The use of infographics to enhance EFL students reading interest. Journal of Educational Study (JoES), 1(1), 60-66. https://doi.10.36663/joes.v1i1.154.
Rahim, N. N., Khidzir, N. K, Yusof, A. M., & Daud, K. (2015). Towards a conceptual framework of animated infographics in the Islamic context. 1st International Islamic Heritage Conference (IsHeC 2015). Akademi Pengagian Islamic Kontemporari, UiTM Melaka.
Rezaei, N., & Sayadian, S. (2015). The impact of infographics on Iranian EFL learners’ grammar learning. Journal of Applied Linguistics and Language Research, 2(1), 78-85.
Richards, J. C., Lesley, T., Hansen, C., & Zukowski, J. (2008). Interchange passages placement and evaluation package (3rd ed). Cambridge University Press.
Ridaillah, M. (2018). The effect of the infographic on studentsʼ writing summary skills [Masters thesis, Syarif Hidayatullah State Islamic University Jakarta].
             http://e-repository.perpus.iainsalatiga.ac.id/id/eprint/6370
Rodgers, M. P. H., & Webb, S. (2019). Incidental vocabulary learning from viewing television. International Journal of Applied Linguistics. https://doi.org/10.1075/itl.18034.rod
Shabani, M. B., Malmir, A., & Arjmand, F. (2018). The contribution of lexical, grammatical, and propositional knowledge preparation to L2 listening comprehension. The Iranian Journal of Applied Language Studies (IJALS), 10(2), 175–208.
Surmanov, S., & Azimova, M. (2020). Analysis of difficulties in vocabulary acquisition. Journal of Legal Studies and Research, 6(1), 144-153.
Supraba, D., & Silvana., R. (2020). The effects of summarizing using infographics on EFL learensʼ reading comprehension. Globish (An English-Indonesian Journal for English and Culture), 9 (2), 28-42. http://dx.doi.org/10.31000/globish.v7i2
Taghizadeh, M., & Zafarpour, S. (2022). Peer observation, reflection, and expert feedback: Pre-service EFL teachers’ online teaching vocabulary to young learners. Iranian Journal of Applied Language Studies, 14(1), 19-46.
Taj, I. H., Ali. F., Sipra, M. A., & Ahmad, W. (2017). Language learning on vocabulary acquisition of EFL learners. International Journal of Applied Linguistics and English Literature, 6(3), 262-272. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.262
Toth, C. (2013). Revising a genre: Teaching infographics in business and professional communication courses. Business Communication Quarterly, 76 (4), 446-457.
Yildirim, S. (2017). Approaches of designers in the developed educational purpose of infographics design processes. European Journal of Education Studies, 3(1), 248-284.
Zahedi, Y., & Abdi, M. (2012). The effect of semantic mapping strategy on EFL learners’ vocabulary learning. Social and Behavioral Sciences, 69, 2273-2280.
Zarei, A. A., & Oruji, M. (2019). The effect of multimedia glosses on L2 listening comprehension. Iranian Journal of Applied Language Studies, 11(1), 201-220.
Iranian Journal of Applied Language Studies
Volume 14, Issue 2
November 2022
Pages 17-30

Files

Share

How to cite

Statistics