Learners’ perceptions towards dual-Coding in designing learning environments: Keywords, visuals and captions

Abstract

In this study, 57 participants’ (N= 57) perceptions towards dual-coding in design of a specific Interactive Multimedia (Language Learning) Environment (IME) and any differences between their perceptions in terms of participants’ characteristics as well as between their perceptions towards dual-coding were investigated thoroughly in the spring of 2015. The study was both quantitative and qualitative in nature. The results of the quantitative data were analysed with SPSS (i.e. Mean, Std. Deviation, ANOVA, Pearson Correlation Test). The results revealed that the participants were overwhelmingly in favour of the use of dual-coding (i.e. the provision of ‘keywords’ or ‘supplementary contextual visuals’ – SCVs - + ’keywords’, and ‘captions’ with audio-only listening texts) in design of IME for foreign language learning (FLL). The majority of the participants believed that not only did the provision of ‘keywords’ or ‘SCVs’ + ‘keywords’, and ‘captions’ with audio-only listening texts benefit them in different ways, but it also contributed to the enhancement of their learning. Moreover, the results of the quantitative data revealed that there were some significant differences between the participants’ perceptions in terms of computer literacy. There were also some correlations between the participants’ perceptions in terms of the provision of ‘keywords’ or ‘SCVs’ + ‘keywords’, and ‘captions’ with audio-only listening texts.