Investigating the impact of annotations on EFL learners’ lexical competence

Abstract

The acquisition of vocabulary in a second language (L2) poses significant challenges for learners, often requiring substantial time and effort. Traditional methods, such as dictionary usage, have been supplemented by innovative approaches like Computer-Assisted Language Learning (CALL), which incorporates multimedia annotations to enhance the learning process. This study investigates the impact of such annotations on the lexical competence of English as a Foreign Language (EFL) learners. Employing a controlled experimental design, two groups of EFL students were taught vocabulary using different methods. The experimental group received instruction through multimedia annotations, while the control group learned through traditional methods. The results were analyzed using paired-samples t-tests to compare pretest and post-test performance. Findings indicate that the experimental group showed significantly greater improvement in vocabulary retention and comprehension compared to the control group, underscoring the effectiveness of multimedia annotations in fostering vocabulary acquisition in EFL contexts.