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In learning a language, vocabulary is one of the most significant factors, lying as a solid basis for learners; however, the complex system of human’s cognitive processing works under many constraints. Meanwhile, the Cognitive Theory of Multimedia Learning has entered the mainstream as an effective tool for the memory manipulation, in order to promote better understanding and deeper understanding of a learning content. Hence, a development of vocabulary learning model, incorporating the Cognitive Theory of Multimedia Learning, is worthwhile to be researched in the present study. Qualitative data for the model development were obtained by semi-structured interview, with nine experts across three different fields, including English language instruction, instructional design, and human cognitive study. As a result of the study, the five key components of the model comprised (1) Input, referred to as instructional materials and activities characterized the conceptual features, (2) Instructional Process, designed as a sequence of three stages, including pre-stage, while-stage, and post-stage, respectively, (3) Evaluation, consisted of achievement tests, a delayed test, a test of transferred knowledge to use, and an opinion survey, (4) Output, categorized into two aspects, namely, a word-form and meaning learning achievement, and word use, and (5) Outcome, included vocabulary size expansion, long-term retention and opinion towards the application of VCML. Quantitative data were collected from an experiment, carrying out to investigate the effects of the model application. The results indicated a significant higher level of the score on learners’ achievement and retention (p=0.01).
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- ข้อความรู้ใดๆ ตลอดจนข้อคิดเห็นใดๆ เป็นของผู้เขียนแต่ละท่านโดยเฉพาะ คณะมนุษยศาสตร์ มหาวิทยาลัยนเรศวร และกองบรรณาธิการวารสารมนุษยศาสตร์ฯ ไม่จำเป็นต้องเห็นพ้องด้วย
- บทความใดๆ ที่ตีพิมพ์ในวารสาร ถือเป็นลิขสิทธิ์ของวารสารมนุษยศาสตร์ หากต้องการตีพิมพ์ซ้ำต้องได้รับอนุญาตก่อน
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