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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
WANG Jiahao, LIU Hongli
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DOI:10.17265/2161-623X/2026.04.009
Beijing Language and Culture University, Beijing, China; Beijing Normal University, Beijing, China
The effectiveness of multimodal resources in second-language vocabulary teaching remains a key issue, particularly regarding how different presentation modes influence learning outcomes. However, existing studies largely focus on short-term learning outcomes and assess vocabulary along a single dimension, obscuring how multimodal presentation affects vocabulary acquisition and retention. In this study, we examine the effects of three-modal combinations empirically—text, image, and audio—on Chinese vocabulary learning by Korean children. Immediate and delayed tests assessed three dimensions: meaning, word form, and grammatical collocations. Results showed that in the immediate test, the text-image group led in form/meaning, while text-image-audio excelled short-term in collocations. In the delayed test, the text-image group maintained stable performance and significantly outperformed the other two groups, whereas the text-image-audio group showed a marked decline. The findings indicate that the text-image integration more effectively supports long-term memory of Chinese vocabulary in children, whereas multimodal stacking may increase cognitive load and impair retention. This study provides pedagogical guidance for applying multimodal resources in children’s L2 Chinese vocabulary instruction.
multimodal presentation, Chinese vocabulary learning, Korean children, teaching Chinese as a second language
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