Dual-coding versus context-availability: Quantitive and qualitative dimensions of concreteness effect

Abstract

This paper examines the effects of dual coding theory through multimedia and context-availability method on vocabulary learning in English. The study was conducted with 61 university students at Nigde University by means of experimental method. The groups were determined depending on the students' final exam grades. Whilst vocabulary teaching via dual coding theory was applied to one of the groups, context-availability method was used in the other group. The results of the research showed that no significant difference was found between two groups with respect to vocabulary learning in English on post-test scores. At the end of the study, the students were interviewed in order to get their ideas about the methods applied to them. (C) 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center.