Dual Coding Theory and Vocabulary Learning: Animation and Word Definition Integration

This study utilizes Paivio's dual coding theory (DCT) as a theoretical framework to investigate the effectiveness of using animation and word definition in enhancing vocabulary learning among Saudi English as a foreign language (EFL) students. The DCT suggests that by simultaneously activating verbal and visual coding systems, learners can facilitate the formation of connections between visual and verbal mental models, as well as prior knowledge, to promote comprehension and meaning construction. The participants were exposed to L2 word definitions accompanied by animations while reading ten hypermediated texts, with the goal of supporting the encoding and learning of their vocabulary. A one-group pretest-posttest design was employed to evaluate the impact of the DCT-based strategy on four dimensions of vocabulary learning, i.e., comprehending the meaning of unfamiliar words based on context, creating new meanings of a word, utilizing words appropriately in diverse contexts, and incorporating new vocabulary by connecting it with prior knowledge across diverse contexts. A vocabulary test comprising of recognition and production questions was administered to the participants before and after the experiment. The results demonstrate that the DCT-based teaching strategy significantly improved the participants' vocabulary scores on the posttest compared to their performance on the pretest, indicating the substantial influence of animation and word definitions on vocabulary learning. These findings contribute to the existing literature by highlighting the potential advantages and effectiveness of incorporating the DCT into vocabulary instruction.