Article published in:
ITL - International Journal of Applied Linguistics
Vol. 173:1 (2022) ► pp. 217
References
Abraham, P., & Farías, M.
(2017) Reading with eyes wide open: Reflections on the impact of multimodal texts on second language reading. Íkala, Revista de Lenguaje y Cultura, 22 (1), 57–70. CrossrefGoogle Scholar
Alemdag, E., & Cagiltay, K.
(2018) A systematic review of eye tracking research on multimedia learning. Computers & Education, 125 1, 413–428. CrossrefGoogle Scholar
Bezemer, J., & Kress, G.
(2008) Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25 (2), 166–195. CrossrefGoogle Scholar
Bisson, M-J., W. Van Heuven, K. Conklin & R. Tunney
(2015) The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary. Quarterly Journal of Experimental Psychology 68 1, 1306–1326. CrossrefGoogle Scholar
Boerma, I. E., Mol, S. E., & Jolles, J.
(2016) Reading pictures for story comprehension requires mental imagery skills. Frontiers in Psychology, 7 (1630), 1–10. CrossrefGoogle Scholar
Buck, G.
(2001) Assessing listening. New York, NY: Cambridge University Press. CrossrefGoogle Scholar
Center, Y., Freeman, L., Robertson, G., & Outhred, L.
(1999) The effect of visual imagery training on the reading and listening comprehension of low listening comprehenders in year 2. Journal of Research in Reading 22 1, 241–256. CrossrefGoogle Scholar
Chang, Y., & Choi, S.
(2014) Effects of seductive details evidenced by gaze duration. Neurobiology of Learning and Memory, 109 1, 131–138. CrossrefGoogle Scholar
Chen, S. C., Hsiao, M. S., & She, H. C.
(2015) The effects of static versus dynamic 3D representations on 10th grade students’ atomic orbital mental model construction: Evidence from eye movement behaviors. Computers in Human Behavior, 53 1, 169–180. CrossrefGoogle Scholar
Clark, J. M., & Paivio, A.
(1991) Dual coding theory and education. Educational Psychology Review, 3 1, 149–210. CrossrefGoogle Scholar
Eitel, A., & Scheiter, K.
(2015) Picture or text first? Explaining sequence effects when learning with pictures and text. Educational Psychology Review, 27 1, 153–180. CrossrefGoogle Scholar
Elley, W. B. & F. Mangubhai
(1983) The impact of reading on second language learning. Reading Research Quarterly 19 (1), 53–67. CrossrefGoogle Scholar
Evans, M. A. & J. Saint-Aubin
(2005) What children are looking at during shared storybook reading: Evidence from eye movement monitoring. Psychological Science 16 1, 913–920. CrossrefGoogle Scholar
Grabe, W.
(2006) Areas of research that influence L2 reading instruction. In Usó-Juan, E. & Martínez-Flor, A. (Eds.), Current trends in the development and teaching of the four language skills (pp. 279–301). New York: Mouton de Gruyter. CrossrefGoogle Scholar
(2009) Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.Google Scholar
Godfroid, A., Boers, F., & Housen, A.
(2013) An eye for words: Gauging the role of attention in incidental L2 vocabulary acquisition by means of eye-tracking. Studies in Second Language Acquisition, 35 (3), 483–517. CrossrefGoogle Scholar
Guijarro, A. J. M., & Sanz, M. J. P.
(2009) In interaction of image and verbal text in a picture book. A multimodal and systemic functional study. In Ventola, E., & Guijarro, A. J. M. (Eds.), The world told and the world shown (pp. 107–123). London: Palgrave Macmillan.Google Scholar
Hannus, M., & Hyönä, J.
(1999) Utilization of illustrations during learning of science textbook passages among low- and high-ability children. Contemporary Educational Psychology, 24 (2), 95–123. CrossrefGoogle Scholar
Hill, D.
(2013) Graded readers. ELT Journal 67 (1), 85–125. CrossrefGoogle Scholar
Holsanova, J.
(2014) Reception of multimodality: Applying eye tracking methodology in multimodal research. In C. Jewitt (Ed.), The Routledge Handbook of Multimodal Analysis (pp. 287–298). New York: Routledge.Google Scholar
Johnson, C. I., & Mayer, R. E.
(2012) An eye movement analysis of the spatial contiguity effect in multimedia learning. Journal of Experimental Psychology: Applied, 18 1, 178–191. CrossrefGoogle Scholar
Justice, L. M., Skibbe, L., Canning, A., & Lankford, C.
(2005) Pre-schoolers, print and storybooks: An observational study using eye movement analysis. Journal of Research in Reading, 28 1, 229–243. CrossrefGoogle Scholar
Kress, G.
(2000) Multimodality: A social semiotic approach to communication. London: Routledge.Google Scholar
Kress, G. & van Leeuwen, T.
(2021) Reading images: The grammar of visual design. New York: Routledge.Google Scholar
Lee, H., & Mayer, R.
(2018) Fostering learning from instructional video in a second language. Applied Cognitive Psychology, 32 1, 648–654. CrossrefGoogle Scholar
Lee, M., & Révész, A.
(2018) Promoting grammatical development through textually enhanced captions: An eye-tracking study. The Modern Language Journal, 102 1, 557–577. CrossrefGoogle Scholar
Makransky, G., Terkildsen, T. S., & Mayer, R. E.
(2019) Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect. Learning and Instruction, 61 1, 23–34. CrossrefGoogle Scholar
Mason, L., Pluchino, P., Tornatora, M. C., & Ariasi, N.
(2013a) An eye-tracking study of learning science text with concrete and abstract illustrations. Journal of Experimental Education, 81 1, 356–384. CrossrefGoogle Scholar
Mason, L., Tornatora, M. C., & Pluchino, P.
(2013b) Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns. Computers and Education, 60 1, 95–109. CrossrefGoogle Scholar
(2015) Integrative processing of verbal and graphical information during re-reading predicts learning from illustrated text: An eye movement study. Reading and Writing, 28 1, 851–872. CrossrefGoogle Scholar
Mayer, R. E.
(2001) Multimedia learning. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2009) Multimedia learning (2nd ed.). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2014a) Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 1–24). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Mayer, R.
(2014b) Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 43–71). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Mayer, R. E.
(2021) Multimedia learning (3rd ed.). Cambridge: Cambridge University Press.Google Scholar
Mayer, R. E., & Anderson, R. B.
(1991) Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83 (4), 484–490. CrossrefGoogle Scholar
Mayer, R. E., Howarth, J. T., Kaplan, M., & Hanna, S.
(2018) Applying the segmenting principle to online geography slideshow lessons. Educational Technology Research and Development, 66 (3), 563–577. CrossrefGoogle Scholar
Mayer, R. E., & Moreno, R.
(1998) A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90 (2), 312–320. CrossrefGoogle Scholar
Mills, K., & Unsworth, L.
(2017) Multimodal literacy. Oxford research encyclopedia of education. Retrieved 22 Jul. 2021, from: https://​oxfordre​.com​/education​/view​/10​.1093​/acrefore​/9780190264093​.001​.0001​/acrefore​-9780190264093​-e​-232
Montero Perez, M.
(2020) Multimodal input in SLA research. Studies in Second Language Acquisition, 42 (3), 653–663. CrossrefGoogle Scholar
Montero Perez, M., Van Den Noortgate, W., & Desmet, P.
(2013) Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41 1, 720–739. CrossrefGoogle Scholar
Montero Perez, M., Peters, E., & Desmet, P.
(2015) Enhancing vocabulary learning through captioned video: an eye-tracking study. The Modern Language Journal, 99 (2), 308–28. CrossrefGoogle Scholar
Moreno, R., & Mayer, R. E.
(1999) Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction, 17 (3), 215–248. CrossrefGoogle Scholar
(2002a) Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94 (3), 598–610. CrossrefGoogle Scholar
(2002b) Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94 (1), 156–163. CrossrefGoogle Scholar
Omaggio, A. C.
(1979) Pictures and second language comprehension: Do they help? Foreign Language Annals, 12 1, 107–116. CrossrefGoogle Scholar
Paivio, A.
(1986) Mental representations: A dual coding approach. Oxford: Oxford University Press.Google Scholar
(2006) Mind and its evolution: A dual coding approach. Lawrence Erlbaum.Google Scholar
Pellicer-Sánchez, A.
(2016) Incidental L2 vocabulary acquisition from and while reading: An eye-tracking study. Studies in Second Language Acquisition, 38 1, 97–130. CrossrefGoogle Scholar
Pellicer-Sánchez, A., Conklin, K., Rodgers, M. P., & Parente, F.
(2021), The Effect of Auditory Input on Multimodal Reading Comprehension: An Examination of Adult Readers’ Eye Movements. The Modern Language Journal, 105(4), 936–956: CrossrefGoogle Scholar
Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Llanes, A., & Serrano, R.
(2018) L2 reading and reading-while-listening in multimodal learning conditions: An eye-tracking study. ELT Research Papers, 18 (01), 1–28. London: British Council.Google Scholar
Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Serrano, R., & Llanes, A.
(2020) Young learners’ processing of multimodal input and its impact on reading comprehension: An eye-tracking study. Studies in Second Language Acquisition, 42 (3), 577–598. CrossrefGoogle Scholar
Peters, E., & Muñoz, C.
(2020) Introduction to the special issue: Language learning from multimodal input. Studies in Second Language Acquisition, 42 (3), 489–497. CrossrefGoogle Scholar
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D.
(1998) Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90 1, 25–36. CrossrefGoogle Scholar
Puimège, E., Montero Perez, M., & Peters, E.
(2021) Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study. Second Language Research. Online First. CrossrefGoogle Scholar
Rodgers, M. P. H., & Webb, S.
(2017) The effects of captions on EFL learners’ comprehension of English-language television programs. Calico Journal, 34 1, 20–38. CrossrefGoogle Scholar
Rodgers, M. P. H. & Webb, S.
(2019) Incidental vocabulary learning through viewing television. ITL-International Journal of Applied Linguistics, 171 (2), 191–220. CrossrefGoogle Scholar
Roy-Charland, A., Saint-Aubin, J., & Evans, M. A.
(2007) Eye movements in shared book reading with children from kindergarten to grade 4. Reading and Writing, 20 1, 909–931. CrossrefGoogle Scholar
Schmidt-Weigand, F.
(2011) Does animation amplify the modality effect–or is there any modality effect at all? Zeitschrift für Padagogische Psychologie, 25 (4), 245–256. CrossrefGoogle Scholar
Schmidt-Weigand, F., Kohnert, A., & Glowalla, U.
(2010) A closer look at split visual attention in system-and self-paced instruction in multimedia learning. Learning and Instruction, 20 (2), 100–110. CrossrefGoogle Scholar
Schnotz, W., & Baadte, C.
(2008) Domain learning versus language learning with multimedia. In M. Farías & K. Obilinovic (Eds.), Aprendizaje multimodal/Multimodal learning (pp. 21–49). Santiago de Chile: Publifahu USACH.Google Scholar
Seburn, T.
(2017) Learner-sourced visuals for deeper text engagement and conceptual comprehension. In K. Donaghy & D. Xerri (Eds.), The image in English language teaching (pp. 79–88). Malta: Gutenberg Press.Google Scholar
Serrano, R., & Pellicer-Sánchez, A.
(2019) Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye movements. Applied Linguistics Review. Advance online publication. CrossrefGoogle Scholar
Takacs, Z. K., & Bus, A. G.
(2016) Benefits of motion in animated storybooks for children’s visual attention and story comprehension. An eye-tracking study. Frontiers in Psychology, 7 1, 1–12. CrossrefGoogle Scholar
Tang, G.
(1992) The effect of graphic representation of knowledge structures on ESL reading comprehension. Studies in Second Language Acquisition, 14 1, 177–195. CrossrefGoogle Scholar
Tragant, E., & Pellicer-Sánchez, A.
(2019) Young learners’ engagement with multimodal exposure: An eye tracking study. System, 80 1, 212–223. CrossrefGoogle Scholar
Unsworth, L.
(2006) Towards a metalanguage for multiliteracies education: Describing the meaning – making resources of language-image interaction. English Teaching, 5 (1), 55–76.Google Scholar
(2014) Multimodal reading comprehension: Curriculum expectations and large-scale literacy testing practices. Pedagogies: An International Journal, 9 (1), 26–44. CrossrefGoogle Scholar
Winke, P., Gass, S., & Sydorenko, T.
(2010) The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14 1, 65–86. CrossrefGoogle Scholar
Wright, A.
(2010) Pictures for language learning. Cambridge: Cambridge University Press.Google Scholar