Self-Regulated Multimedia Cognitive Learning Model: Enhancing Vocabulary Acquisition in Adult English Learners

Abstract

This mixed method study examined the effects that a Self-Regulated Multimedia Cognitive Learning Model, infused with internationally acclaimed effective instructional vocabulary strategies, had on the vocabulary acquisition skills of adult English Learners enrolled in a college course. Outcome measures included vocabulary pretests and posttests, surveys, and participant interviews. Quantitative data were analyzed using descriptive statistics and paired samples t-tests whereas qualitative data was analyzed using open, axial, and selective coding. Findings were statistically significant across all six vocabulary tests, with large effect sizes. Overall, adult English Learners perceived the vocabulary instruction using a Self-Regulated Multimedia Cognitive Learning Model to be beneficial to their vocabulary learning and useful for generalization purposes outside of the classroom. Future research and implications for practice are also offered for the use of the SelfRegulated Multimedia Cognitive Learning Model to improve second language learning and the college success rates of English Learners in the United States.

Keywords

Full text

How to cite