Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes

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Abstract
This study examined second language vocabulary processing and learning in reading only (RO) versus reading while listening (RWL). 119 English learners read or read‐while‐listening to a story embedded with 25 pseudowords, 10 times each, and had their eye movements tracked. Gaze duration (GD) and total reading time (TRT) measured processing of target vocabulary, and learning outcome tests included recognition and recall tests in both visual and auditory item modalities. Eye‐tracking analyses revealed (a) a significant decrease in GD and TRT for both groups, and (b) faster reading times and greater rate of decrease across instances in RO. All learning outcomes indicated superior scores from RWL in auditory items and item modality effects in RO, but not RWL, while a group‐by‐item‐modality interaction was uncovered on two of three outcomes. Results indicated a slightly slower multimodal reading process, with superior learning of phonological information from RWL, without detriment to orthographic learning.
Funding Information
  • International Research Foundation for English Language Education

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