Vocabulary – Adult Settlement Blended Language Learning: Selected Annotated Bibliography

Bastawros, H.M. (2025) Enhancing ESL learners’ productive vocabulary through multimedia solutions. Contact, 51 (1), 21-30.

This article describes a qualitative embedded research project undertaken in an adult ESL program in Ontario, Canada. The research project was designed to identify the multimedia principles that support learners’ productive vocabulary skills and retention in online adult ESL classes. Although the use of multimedia in the ESL classroom can provide many benefits for learners, they often face multiple challenges in acquiring vocabulary, including language barriers, difficulties with motivation and inadequate access to technology. To better understand these challenges and to develop strategies to overcome them the project addressed the following research questions:

How can ESL learners transfer, retain, and produce newly learned vocabulary effectively in online courses?

What is the influence of Mayer’s 12 multimedia principles in online course design on ESL learners’ ability to retain and produce vocabulary?

What are learners’ perceptions of the effective multimedia elements that have enabled them to retain and utilize their productive vocabulary effectively in their online courses?

The theoretical foundation of the research project is Mayer’s Cognitive Theory of Multimedia Learning (CTML). The theory identifies 12 principles of multimedia learning to ensure the effective design of instructional materials. These principles are based in cognitive science and research into how people process information. The study resulted in the following practical strategies, aligned with Mayer’s 12 Principles of Multimedia Learning, to guide instructors in supporting learners’ engagement, motivation and positive learning outcomes.

1. Leverage Multimedia Tools: Combining visuals, narration, and AI-driven personalization creates a holistic learning experience.

2. Avoid Cognitive Overload: Simplifying visuals and scaffolding content ensures learners can process information without feeling overwhelmed.

3. Engage Through Gamification: Interactive, game-like elements make vocabulary practice enjoyable and rewarding

4. Incorporate Interactive Videos: Embedding questions, quizzes, and reflective prompts into video lessons promotes active engagement.

Retrievable from: http://contact.teslontario.org/enhancing-esl-learners-productive-vocabulary-through-multimedia-solutions/

Ahmad, Kham Sila (2019) Integrating Mobile Assisted Language Learning (MALL) into a Non-formal Learning Environment to Support Migrant Women Learners’ Vocabulary Acquisition. PhD thesis, Murdoch University

This Ph. D Thesis describes a small-scale research project to explore the effect of Mobile -Assisted Language Learning) MALL on migrant women’s vocabulary acquisition in an Australian context. Using a case study approach, using semi-structured interviews and observation a group of migrant women attending a conversational English class were divided into 3 groups. The first group attended a regular class in which no MALL was used, the second group consisted of students who had attended the regular class and then attended a MALL -integrated or hybrid class in which they used a tablet computer and a language App. The third group attended a wholly Mall integrated class. The hybrid model was found to be the most effective, providing students with enhanced exposure and opportunities to use English and more intensive vocabulary practice and repetition using the exercises and learning activities in the language App. Based on the findings of the research a MALL-enhanced framework for vocabulary acquisition for migrant women in a non-formal learning environment was developed. This framework could be a very useful starting point for instructors and researchers to investigate the use of a MALL-integrated process for settlement language learning in a Canadian context.

Retrievable from: http://researchrepository.murdoch.edu.au/id/eprint/43153/