Proper Modalities of Input Facilitate Incidental Vocabulary Acquisition: Evidence From Advanced Chinese EFL Learners
Previous research has largely focused on the effects of single input modalities on vocabulary acquisition, often overlooking the potential of multimodal teaching methods. This study addresses this gap by comparing the impact of reading, listening, and subtitled audiovisual input modalities in promoting incidental vocabulary acquisition among advanced EFL learners in China. We divided 40 advanced
Authors
- Siyu Wu (ORCID: https://orcid.org/0000-0001-6877-7877)
- Ying He (ORCID: https://orcid.org/0000-0002-8843-3315)
Publication Details
- Journal
- Asian Conference on Education official conference proceedings/ACE
- Published
- 2025-03-13
- DOI
- https://doi.org/10.22492/issn.2186-5892.2025.121
- Primary Topic
- Second Language Acquisition and Learning
- Type
- article
- Field-Weighted Citation Impact
- 0.00