The Effect of Powerpoint and Nongraphic Paired List Presentations on the Vocabulary Production and Recognition of Elementary-Level College French Students
This study investigates the effect of presenting images via PowerPoint (PPT) and nongraphic paired lists to teach vocabulary. In this study nongraphic paired list (PL) refers to a list of French words paired with their English equivalent. The study, conducted with 38 elementary-level college students, examined their recall performance for written production and visual recognition of French vocabulary words. Students were taught French vocabulary via PPT and nongraphic PL presentations. Quantitative results indicated a significant difference between participants’ mean immediate test scores favoring the PPT condition for both written production and visual recognition. The study also investigated participants’ instructional perceptions of and preferences for either approach in being taught French vocabulary. Qualitative findings revealed that students expressed a marked preference for learning vocabulary with the PPT approach.
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