Abstract

L2 research has consistently shown that providing glosses enhances L2 vocabulary learning. This paper reports on a study that examined the effect of pictorial, pictorial + sound, and video glosses on L2 vocabulary learning in multimedia context. More specifically, we investigated whether learners’ high spatial intelligence ability has any effect on their ability to take advantage of multimedia glosses in L2 vocabulary learning. Sixty two Azari-Turkish pre-university students were randomly assigned to three experimental groups and a control group. The experimental groups read the reading sections of three units of their textbook for six sessions using Scaffoglossing software and consulted one of the glosses, i.e., pictorial, pictorial + sound, or video glosses. All groups took a Persian equivalent test, a multiple-choice test, and a sentence completion test once as the immediate posttest and 25 days later as the delayed posttest. Data analyses revealed the positive effect of multimedia glosses on L2 vocabulary learning. However, there was no significant difference between the participating experimental groups. Contrary to our expectations, no significant difference was observed between the high and low spatial ability groups. The findings and implications of the findings are discussed in detail.  

     Keywords: multimedia glosses, spatial intelligence, cognitive theory of multimedia learning, involvement load hypothesis

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