Abstract This research investigates how multimodal annotation in Chinese learners’ dictionaries affects vocabulary learning for intermediate-level Chinese L2 learners. Using eye-tracking technology, 40 participants were exposed to 18 new words presented in three annotation formats: text-only, text+picture, and text+picture+audio, while their eye movements were recorded to assess engagement with each modality. Immediate and delayed posttests showed that vocabulary acquisition was significantly improved in the text+picture and text+picture+audio conditions compared to text-only. Eye-tracking data revealed that multimodal annotation reduced both dwell time and fixation count, indicating a more efficient and cohesive learning process. While audio did not notably boost learning results beyond text and pictures, it did offer additional support in specific scenarios. This study underscores the role of annotation modalities in Chinese vocabulary learning, emphasizing the benefits of multimodal tools in facilitating language acquisition.
Wang et al. (Sun,) studied this question.
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