Content area
Abstract
This study investigated the effectiveness of multimedia story software in facilitating L2 vocabulary learning among children. A total of 196 EFL students aged 9-10 from an elementary school in China were randomly assigned to one of five learning conditions: (A) multimedia story viewing only, (B) multimedia story viewing and flashcards, (C) multimedia story viewing and matching, (D) multimedia story viewing and clicking, and (E) multimedia story viewing and all. The results showed significant vocabulary learning gains across all groups, with video only, video-flashcards, video-clicking, and video-all conditions outperforming video-matching. Additionally, positive correlations were found between time spent on activities and vocabulary learning gains across all learning features. These findings provide support for the use of multimedia story software for L2 vocabulary learning among young learners.
