Journal of Innovative Technology Convergence

Vol. 5, No. 2 December 2023, pp. 1-10

Leveraging the Features of Multimedia Technologies

in Enhancing Vocabulary Learning

Md. Shahdat Hossain Munna 

Abstract: Nowadays, the use of technology has become essentially important in

language learning. In addition, language teachers must possess a technological toolkit
of applications, websites, and multimedia applications that can help save time and
provide variability and flexibility to engage learners with any material that they study.
This study aims to provide innovative methods for learning English vocabulary by
leveraging the features and advantages of multimedia technologies. The different tools
and technologies will be presented to enable effective vocabulary development for
learners and equip teachers with high-level assistive technologies.

Keywords: Multimedia technology, Vocabulary learning, Innovative methods, Digital tools

1. Introduction
Over the past decades, expanding students’ vocabulary increasingly become essential, thus,
significant advancements in the teaching and learning of English vocabulary using multimedia [1][2].
With the rise of technology, educational institutions are continuously redefining language learning
standards to incorporate technology into the classroom, which has been noted for enhancing interactive,
creative, problem-solving, speaking, writing, listening, and reading skills [3][4]. Among these skills,
vocabulary is crucial. The use of technology in language classrooms has been found to improve students'
achievement, engagement, and overall participation in language learning [5][6][7]. In the studies of
Harnad [8] and Warschauer [9], they have compared the digital experiences of today's students to the
paradigm shift brought about by the prevalence of new technologies; these technologies significantly
influence students' language learning preferences and consistently shift epistemological frameworks.
Since the integration of technology into classrooms, various strategies for teaching and learning
vocabulary have emerged.

As Milton [10] suggests, the term “word” is used for simplicity, but it encompasses various complex
meanings such as types, tokens, lemmas, and word families. Krashen [11] emphasizes the importance
of vocabulary, seeing it as a key indicator of language proficiency since learners often rely on
dictionaries rather than grammar books. Vocabulary is crucial in laying the foundation for the
development of other language skills within the components of vocabulary, grammar, and phonology.


Multimedia Engineering Department, Hannam University, Daejeon, South Korea
Email: [email protected] (Corresponding Author)

Received [March 18, 2023]; Revised [May 27, 2023]; Accepted [July 2, 2023]

© 2023 The Authors. 1

This is an open access article licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.
Published by InnoCon Publishing
ISSN 2704-4440
Leveraging the Features of Multimedia Technologies in Enhancing Vocabulary Learning

Although vocabulary seems straightforward, defining it precisely is challenging; it encompasses

multiple characteristics, and there is no single definition that captures them all.

Various lexicons offer different definitions of vocabulary, though some share common traits. Oxford
Advanced Learner's Dictionary Online defines vocabulary as: (1) All the words an individual knows or
uses; (2) All the words in a particular language; (3) The words people use when discussing a specific
topic; and (4) A list of words with their meanings, especially in a book for learning a foreign language.
Wilkins [12] also suggested that “without grammar, little can be conveyed”, “without vocabulary,
nothing can be conveyed”. Acquiring extensive vocabulary helps students speak more fluently and
persuasively, and a larger vocabulary is essential for achieving high proficiency in a second language.
According to Nation, learning vocabulary is the most crucial process in advancing students' knowledge,
representing the pathway to gaining command over a second language.

This study suggests that technology catalyzes for transforming language instruction, offering
students diverse opportunities to engage with and understand vocabulary in meaningful contexts. By
utilizing digital resources such as instructional software, online platforms, and multimedia materials,
teachers can tailor their lessons to accommodate various learning styles and preferences, fostering a
more personalized and inclusive approach to vocabulary development. Furthermore, the integration of
technology enriches language learning experiences by providing interactive simulations, virtual
interactions, and multimedia projects, enabling students to apply their vocabulary knowledge in real-
world scenarios. With technology integrated into language classrooms, teachers can prepare the next
generation of language learners with the linguistic flexibility and cultural awareness needed to thrive in
an increasingly interconnected global society.

The rest of this paper is organized as follows: Section 2 discusses an overview of multimedia and its
application to vocabulary learning; Section 3 identifies the various multimedia technologies that can be
used for vocabulary learning; and Section 4 concludes the study.

2. Multimedia Technology
The concept of multimedia refers to the integration of various media, combining “many” and “media”.
Media serves as the carrier and expression of people's transmission of information. According to global
standards, media can be categorized into: (1) sensory media; (2) presentation media; (3) display media;
(4) storage media; (5) communication media. Each medium has its unique way and function of
information transmission, and there is a relatively close relationship between them. Nowadays, the
dissemination of information has evolved from the single transmission format of sound, images, and
pictures into an efficient, precise, and convenient multimedia model for transmitting information. Figure
1 shows a range of multimedia examples that encompass diverse forms of communication and
entertainment.

Characteristics of multimedia include:

1. Diversity: Diversity refers to the enrichment and multidimensionality in the transmission of

information through multimedia technology.

2. Interactivity: Interactivity represents the ability to conduct interactive communication with the
audience. Interactivity is designed to give users a better understanding of how to use and control
the information, while making it more effective for them.

3. Integration: Integration encompasses two aspects: the integration of media devices and the
integration of audiovisual information.

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4. Real-time: Real-time means that audio, video, animation, etc., in multimedia are all connected
to each other to make the audience feel consistent in their perceptions.

5. High quality: Multimedia technology based on digitization can ensure the high quality and
accuracy of information transmission.

Figure 1. Multimedia Examples that Encompass Diverse Forms of Communication and Entertainment [13]

2.1 Utilization of sight and sound

Since the 1980s, developed nations like England and the US have been integrating media technology
into education, enhancing students' interest in learning through the use of audio, video, text, slides, and
other materials [14]. With the advancement of computer technology, the popularity of using computers
to deliver multimedia courseware has increased, continually improving the production of multimedia
materials to create engaging and practical content [15]. Multimedia electronic publications such as audio
dictionaries and encyclopedias are also common applications of multimedia. The use of multimedia
extends even to computer entertainment, including games and movies. Moreover, a broad vocabulary is
essential for effective speaking, listening, reading, and writing, serving as a fundamental component of
a comprehensive K-12 education system and playing a significant role in the Common Core State
Standards.

In today's 21st-century classrooms, there's a harmonious integration of advanced technology

alongside traditional tools. Online resources have emerged as invaluable fonts of information regarding
word meanings, surpassing the capacities of conventional resources. Additionally, specific tools
empower educators to customize word materials, facilitating student engagement through practice,
review, and subject-specific vocabulary activities. The advent of Computer-Aided Language Learning
and Teaching (CALL and CALT) has prompted a significant shift among English educators, moving
away from teacher-centered or textbook-dependent instruction towards more student-centered or
classroom-centric approaches [16]. Harnessing the potential of new information technology, language
instructors seamlessly integrate computers and the Internet into their teaching methodologies. CALL
and CALT are widely recognized as the vanguard of innovation in foreign or second language education
and learning. Educationally, the integration of computers and the Internet promotes a student-centric
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Leveraging the Features of Multimedia Technologies in Enhancing Vocabulary Learning

learning paradigm, diminishing the traditional centrality of the teacher in the learning process [17].
Consequently, many universities now equip non-English major undergraduates with language labs and
multimedia facilities. The embrace of open methodologies underscores the recognition that learning
vocabulary extends beyond rote memorization and repetition; it involves a spectrum of activities aimed
at enhancing comprehension and usage. Presently, CALL and CALT have evolved from conventional
to online platforms, incorporating advanced features such as hypertext, hypermedia, and multimedia.
Hypertext refers to interconnected links among textual elements, typically indicated by keywords
displayed in underlined blue text. On the other hand, hypermedia is also similar as those links used in
hypertext, however, instead of merely connecting texts, it also involves linking various media types,
such as audio, images, animation, and/or videos. Sight and sound alludes to a considerable lot of similar
thoughts related with hypermedia, yet hypermedia may just utilize two kinds of media (for example
text+sound or text+photographs).

Interactive media encompasses various types of media such as text, images, audio, video, and
animations. It can significantly enhance students' vocabulary acquisition by fostering their independent
learning abilities. Additionally, it reduces students' dependency on instructor-centered approaches in the
classroom. Hoogeveen [18] highlighted several benefits of multimedia in language learning. Firstly,
students engage with the media in a multifaceted manner, experiencing information rather than merely
absorbing it. Secondly, the interaction with multimedia is perceived as more user-friendly. Thirdly,
students derive enjoyment from multimedia, turning learning into a pleasurable process. Vocabulary
learning is a fundamental aspect of language acquisition. However, Chinese students studying English
often face challenges due to limited vocabulary and proficiency. Enhancing vocabulary acquisition
requires concerted efforts from multiple perspectives, including teacher support and students'
development of effective learning strategies. Computer-Aided Language Learning (CALL) and
Teaching (CALT) practices contribute positively to students' autonomy in language learning. Through
the integration of audio, visual, and interactive elements, language learners are stimulated to engage
actively in vocabulary acquisition. Multimedia materials encourage student interaction more frequently
than traditional classroom settings. Music, films, and computer interactions enable students to learn new
words naturally. The ultimate goal of English education is to empower students to develop their own
strategies for acquiring, producing, and disseminating knowledge. It's crucial to make students aware of
the processes and techniques involved in vocabulary learning so they can develop strategies that suit
their learning preferences.

2.2 Relationship between vocabulary knowledge and media

The study of Jackson et al. [19] indicates that students who utilize the internet more, tend to achieve
higher scores and grades. In addition, Krashen [11] suggests that the internet alters the dynamics
between learners and educators, leading to reduced interaction between them and making learning more
student-centered. This mode of learning allows students to enhance their vocabulary by watching and
listening to dialogues in movies. The advantages of incorporating films into language classrooms are
numerous. Movies enhance the ability to comprehend spoken language in various contexts. Students
subconsciously absorb language and sentence structures while watching films. They also gain an
understanding of new cultures, grasp and adapt to new accents, thereby improving their pronunciation.
Movies can be valuable in teaching vocabulary. If instructors aim to provide students with
communicative competence, it is quite intriguing to engage them in activities such as phrases,
vocabulary exercises to learn new words, and utilizing exercises like Prefixes, Suffixes, compound
words, cloze tests, etc., to enhance one's vocabulary proficiency.

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Table 1. Extent of Effectiveness of Watching English Movies on Learning English Language

Statements Weighted Mean Description

1. It improves my pronunciation. 3.47 VME

2. It improves my intonation. 3.05 ME

3. It improves my grammar. 3.39 VME

4. It improves my spelling. 3.35 VME

5. It improves English vocabulary. 3.11 ME

6. It improves my fluency in speaking. 3.11 ME

7. I learned more literary devices. 2.61 ME

8. It improves my comprehension skills. 2.65 ME

9. It improves my critical thinking. 3.01 ME

10. It develops my imagination. 3.35 VME

11. It helps me discover new things. 3.36 VME

12. It improves my social skills. 3.20 ME

13. It helps me to learn the English language 3.11 ME

faster than other ways.

14. It improves my communication skills. 3.35 VME

15. It promotes my understanding about the 3.39 VME

different cultures.

Average Weighted Mean 3.17 Much Effective

The findings presented in Table 1 indicate that, overall, student participants perceived the
incorporation of movies in the classroom as Much Effective, with an average weighted mean of 3.17.

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Leveraging the Features of Multimedia Technologies in Enhancing Vocabulary Learning

This suggests that the majority of the participants regarded movies as beneficial for enhancing their
English language skills and maintaining their interest [20].

3. Multimedia Technologies for Vocabulary Learning

Figure 2. Multimedia Technologies for Vocabulary Learning

3.1 Learning through News channels and Newspapers

With the continuous advancement of electronic and print media, the content and programs of news
channels and newspapers have become more diverse, sensationalized, and the language used has become
more formal, vibrant, and accessible [21]. Some news channels and newspapers are easy to watch, read,
and user-friendly. Engaged students can design activities to enhance the following skills: effective
communication, grammar, listening, vocabulary, reading comprehension, map/graph reading skills,
critical thinking skills, geography skills, writing skills, and social analysis skills.

Figure 3. BBC News Offering Latest Global Headlines and Trends

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English news channels and newspapers encompass a wide range of information such as stories,
business news, sports updates, feature stories, columns, reviews, opinions, advertisements,
entertainment schedules, and more. Students can easily access programs and reading materials of their
interest. The primary features of English news channels and newspapers include guidelines for handling
breaking news, where channels like BBC (see Figure 3), CNN IBN, and NDTV adhere to specific
protocols. In regional news, journalists typically provide a brief summary of the breaking news followed
by in-depth analysis. Visual cues are often used to draw viewers' attention to breaking news. Moreover,
BBC One and BBC News have replaced individual breakfast news programs with a unified approach,
including an hourly business update during weekday schedules, compared across channels.

3.2 Still and Animation

Most studies investigating vocabulary learning through static and animated images compare the
retention of vocabulary words when presented using either format. It's commonly theorized in these
studies that animation is more effective than still images. However, these investigations have produced
varied outcomes, leading to different conclusions. Some studies have demonstrated positive effects of
animation [22][23], while other studies have shown negative impacts [24][25]. As a result, there are
divergent conclusions regarding the use of still versus animated images. Some conclusions suggest that
when using still images, learners interpret and recall the content of the text, remembering vocabulary
due to the combination of verbal and pictorial information, especially if the images relate to the test
items. On the other hand, conclusions regarding the use of animated images in vocabulary teaching
suggest that they are effective when motion is an essential characteristic of the presented concept and
serves to signal or draw the viewers' attention to that crucial aspect.

3.3 Digital Tools to Build Vocabulary

Moreover, possessing a rich vocabulary is crucial for effective communication in speaking, listening,
reading, and writing. As a comprehensive vocabulary program incorporates both direct and indirect
word learning strategies, the following online tools can be seamlessly integrated to facilitate word
acquisition [26]. In today's 21st-century classrooms, digital tools must coexist alongside more traditional
resources. In comparison to their traditional counterparts, online tools offer a broader range of
information about words and their meanings. Additionally, some tools empower educators to customize
words easily, enabling students to practice, review, and engage in games with content-specific or unit-
specific vocabulary.
Digital tools offer several advantages. For example, many of them allow students to:
 Listen to pronunciations
 Read words in various contextual examples
 View relevant photographs and images associated with words (especially beneficial for
English language learners)
 Reinforce word acquisition through interactive games
 Experiment with and manipulate language
 Find rhyming words
 Collaborate with peers to create virtual word walls

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Leveraging the Features of Multimedia Technologies in Enhancing Vocabulary Learning

The digital tools presented here hold potential to aid in word learning, assessment, and language
exploration [27]. They are listed without any particular order, so it's advisable to review the entire list.
Just like other digital resources, they vary in quality and effectiveness. Therefore, it's essential to select
tools carefully to align with standards and learning objectives.

4. Conclusion
New media technology is widely integrated into teaching various disciplines, serving as a significant
breakthrough to foster teaching innovation and transformation. When it comes to utilizing media in the
classroom, the role of the teacher is often complex. However, it's essential to recognize that the teacher
plays a pivotal role in promoting active learning. Therefore, the teacher remains central in all educational
programs facilitated with the aid of the media. In the context of vocabulary instruction in English courses,
traditional teaching methods are still predominantly used, resulting in challenges such as reliance on a
single teaching approach, lack of interaction in the teaching process, absence of contextualization in
vocabulary training, and students' low evaluation of the curriculum. Teachers can employ various
strategies to incorporate new media technology into vocabulary instruction. For instance, utilizing
micro-lecture videos, creating context, utilizing English learning applications, and exploring and
promoting more diverse integration methods based on teaching practice to enhance the practical value
of new media technology in vocabulary instruction. Lastly, this paper discusses considerations in the
use of new media technology in vocabulary teaching to prevent the formalization of new media
technology, ensure teaching effectiveness following its implementation, and enhance the quality of
English vocabulary education and learning.

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