Improving Receptive and Productive Vocabulary ‌Knowledge through Blog-Based Multimodal Tasks among University ‌EFL Learners

The current mixed-methods study investigated the impact of blog-based multimodal tasks on receptive and productive vocabulary knowledge of 412 university EFL learners over 6 weeks․ The experimental group received blog-based vocabulary instruction combining reading, writing, comment, and multimodal input (text, image, multimedia), while the control group received textbook-based vocabulary instruction․ Receptive vocabulary knowledge was measured by participants’ reading comprehension and word recognition performance, while productive vocabulary knowledge was assessed based on the use of target lexical items in writing blog posts and comments․ ANCOVA and mixed-design ANOVAs show important and meaningful group gains for both receptive and productive vocabulary knowledge with larger gains for receptive than productive vocabulary Exploring interaction effects, the experimental blog-based instruction group was found to know more vocabulary items over time․ In writing samples, the experimental blog-based instruction group were found to use the target vocabulary more accurately, more frequently, and with greater lexical diversity in real contexts․ The findings indicate that through blog-mediated multimodal tasks that provide sufficient input, depth of processing and opportunity for meaningful production. Therefore, planned and sequenced blogging tasks may be an effective instructional strategy to promote EFL learners’ vocabulary development and meaningful production․

Keywords: blog-based learning, multimodal tasks, receptive vocabulary knowledge, productive vocabulary knowledge, efl learners, vocabulary acquisition, university students, digital learning environments, authentic language use, lexical development, mixed-methods research, vocabulary gains

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