A Lexical Learning Case Study of Multimodality Discourse Analysis
DOI:
https://doi.org/10.61360/BoniCETR262019790301Keywords:
Multimodality, discourse analysis, vocabulary memory application, word memoryAbstract
The contemporary era of information technology has given rise to a novel approach to word retention: the utilisation of English vocabulary memory applications. With the support of mobile devices, English vocabulary memory applications have realised the convenience of word memorisation and attracted many users. The integration of multimodal theory into digital vocabulary applications has become an increasingly interesting topic in social science. However, limited research has explored systematic multimodal discourse analysis to examine the semantic construction through a complex interaction of different resources. The current study conducted a multimodal analysis of an English vocabulary memory application (No Need to Memorise Words) and analysed its functions to explore the use of multimodal means. The study employed the methodology of questionnaires to examine the overall perception of college users towards the APP and their evaluation of the multimodal means utilised in the application. The research and survey evaluated the effectiveness of multimodal means for word memorisation from both scientific and practical levels. Through the specific case study, the research investigated the APP’s multimodal design across key learning activities. The analysis results showed that this APP mobilises users’ auditory and visual senses, and facilitates word memorisation in both visual and auditory modalities through various means and resources, such as text, images, and sounds. The findings also show that this APP has a wide audience and its simple operation, as well as functions combined with multimodal means, effectively promoted word memory. The study contributes to the literature on multimodal learning strategies by providing a comprehensive analysis of how multimodal resources construct meaning in vocabulary learning. In addition, practical implications are also discussed for pedagogy applications.
References
Anderson, J.R. (2000). Learning and Memory: An integrated approach (2nd Ed.). New York: John Wiley & Sons.
Baldry, A. P., & Thibault, P. J. (2006). Multimodal Transcription and Text Analysis: A Multimedia Toolkit and Coursebook. London, Equinox.
Chance, P. (2003). Learning and Behavior. Thomson: Wadsworth.
Clark, J.M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210.
Elgohary, O., & Chen, Z. T. (2025). Attention, Action, and Memory: How Multi-modal Interfaces and Cognitive Load Alter Information Retention. arXiv preprint arXiv:2509.05898
Fowler, R., Hodge, B., Kress, G., & Trew, T. (1979). Language and control. London: Routledge.
Kolb, B. & Whishaw, I.Q. (2003). Fundamentals of Human Neuropsychology. New York: Worth Publishers.
Kress, G. & Van Leeuwen, T. (1996). Reading Images: The Grammar of Visual Design. London and New York: Routledge.
Kress, G. & Van Leeuwen, T. (2002). Colour as a semiotic mode: Notes for a grammar of colour. Visual Communication, 1(3), 348-368.
Lefrancois, G.R. (2019). Theories of Human Learning: Mrs Gribbin’s Cat (7th ed.). Cambridge: Cambridge University Press.
Malone, J. (2025). Multimodal Effects of Processing and Learning Contextualized L2 Vocabulary. Language Learning & Technology, 29(3), 49-69.
Mayer, R.E. (2001). Multimedia Learning. Cambridge: Cambridge University Press.
Nelson, K. & Fivush, R. (2000). Socialization and Memory. In E. Tulving & Craik, F.I.M.(Eds.), The Oxford Handbook of Memory (pp.283-295). Oxford University Press.
Norris, S. (2004). Analyzing multimodal interaction： A methodological framework. London: Routledge.
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. New York: Oxford University Press.
Royce, T. (2002). Multimodality in the TESOL classroom: Exploring visual-verbal synergy. TESOL Quarterly, 36 (2), 191-205.
Gu, Y. G. (2007). On multimedia learning and multimodal learning. China Academic Journal Electronic Publishing House, 114, 3-12 (in Chinese).
Hu, Z.L. & Dong, J. (2006). How is meaning construed multimodally—A case study of a PowerPoint presentation contest, Technology Enhanced Foreign Language Education, 109, 3-12(in Chinese).
Li, Z.Z. (2003). Social semiotic approach to multimodal discourse. Foreign Languages Research, 5, 1-7 (in Chinese).
Tang, Q. & Chen, C. (2025). Vocabulary Retention Under Multimodal Coupling Strength Index (MCSI): Insights from Eye Tracking. Applied Sciences, 15(14).
Weston, T. (1992). Atlas of Anatomy. London: Marshall Cavendish Books Limited.
Zhang, D.L. (2009). On a synthetic theoretical framework for multimodal discourse analysis, Foreign Languages in China, 1, 24-30 (in Chinese).
Published
Issue
Section
License
Copyright (c) 2026 Jun Lai*, Rui Xue
This work is licensed under a Creative Commons Attribution 4.0 International License.
