Language Education Through Multimedia Programming Learning a new language is not an overnight process; it requires time and effort on both the learner’s end as well as the educator’s end. Language acquisition is far more common than the typical American might believe. There are estimations stating as high as sixty percent of the world’s population is multilingual, meaning language education is far from a new topic (Richards 3). Although the multilingualism rates are not as high in the United States, globally multilingualism is the norm rather than the exception, both historically and presently. There are four different modes in which language is learned: listening, reading, writing, and speaking; all of which have been used since language education came to be in the early twentieth century (Richards 10). As language education has evolved alongside technology, the two have combined and resulted in a recent teaching method using multimedia programming. Many studies have been performed examining the effectiveness of language education through multimedia programs, looking specifically at the methods used amongst the variety of multimedia programs available. The ultimate goal of language education is oral proficiency, followed by reading and writing proficiency. Research on language acquisition has revealed this can most successfully be accomplished by associating unknown words with actual objects or imagery techniques; resulting in the creation of multimedia language educating programs (Chun 183). Following the initial manufacture of such programs, the benefits were obvious. Multimedia language programs are able to provide several annotations of words through text, images, videos, and sound, while traditional teaching methods only provide the annotation of a word by definition in either the student’s native language or the language being learned (Chun 183). For instance, research suggests learning an unknown word in context results in only a 5%-15% probability that the word was learned at first exposure (Chun 184). A basic principle of human learning is visual memory. A person can better recall images over words; as a result, one is more likely to remember a word if it is strongly associated with an image (Chun 185). For example, one successful method in multimedia programs is a movie with audible subtitles in the language that is being learned, thus allowing the student to establish a direct connection of a word with a corresponding image of the object or action (Chun 185). Similarly, when acquiring a new word’s annotation through text while using a multimedia program the benefits stand out once more. The language learners are able to acquire the annotation of a word immediately without interrupting the reading or thought process; also they are able to get a visual aide of the unknown word enabling them to “confirm or reject hypotheses made about the meaning of a word,” further reinforcing its meaning (Al-Seghayer 204). Since the initial introduction of multimedia programs into the field of language education, a significant number of professionals and educators have endorsed their use, resulting in widespread exercise worldwide. Looking beyond the obvious benefits of multimedia programs in language learning, many studies have been conducted in an effort to further examine and advance the methods used within these programs. In a study published in The Modern Language Journal researchers Dorothy Chun and Jan Plass investigate the most successful method of presenting new language material in a multimedia program. In a realistic learning situation text must be included in order to acquire a word’s annotation; oftentimes an image or video can only describe the word rather than provide a full translation. As a result, the study examines the effectiveness of three different methods of giving the annotation of the word: text-only, picture-plus-text, and video-plus-text (Chun 186). The participants were 160 German students from the University of California. Participants were instructed in detail and told to read an eleven-page story containing annotations for eighty-two assumingly unknown words. Each annotated word was given in one of the three methods mentioned above. The computer software recorded whichever method was used for annalistic purposes, and following the completion of the story a vocabulary examination was administered. The results of the exam were then compared with the methods used in order to establish the most effective method (Chun 187). Chun’s and Plass’ research concluded the most effective multimedia method for vocabulary acquisition was picture-plus-text, followed by video-plus-text, then text only (Chun 190). Although the most effective method was found to be picture-plus-text, the other methods are still beneficial in helping to acquire a new language. With all three methods of annotation available, the language learners are able to choose their most preferred method. As well as picking their desired method, the additional methods provide reinforcement of the word’s meaning, resulting in a higher rate of word-recall (Chun 188). Once the results of the study were established, Chun weighed in with her professional opinion as to why the picture-plus-text method was more effective than the video. Chun stated, “The learner is able to look at a picture as long as desired, whereas a video is quick and less likely to be stored in long-term memory” (Chun 189). Other researchers in search of the same answer as this study, have conducted additional studies; however, the results were different. In one similar study to that of Chun’s and Plass’, the same question was examined in hopes of further determining the most effective method of annotation when using multimedia software. This study was published in Language Learning and Technology and was conducted by Khalid Al-Seghayer. There were thirty participants from the University of Pittsburg in this study, significantly less than the previous study; on the other hand, this group of participants was far more diverse, coming from six different countries rather than one. Al-Seghayer’s research was conducted almost identically to that of Chun’s; her results proved to be different showing the video-plus-text method most effective in language acquisition (Al-Seghayer 206). Although the results of the two studies were different, they both show the benefits of multimedia language programs and the importance of visual aid when acquiring a new language. This study goes on to explain: Learners essentially have two separate verbal systems, their native language and the language they are learning. These two languages might have no correlation with one another; however, an image of a word in both languages would be the same or very similar making a distinct connection between the languages further enabling comprehension (Al-Seghayer 206). Taking a look into a different age group, the following study examines the effectiveness of these multimedia programs in children. This study, published in the British Journal of Educational Technology and conducted by predoctoral researcher Joana Acha, seeks the most effective method of presentation in children’s vocabulary learning. The participants were 135 third and fourth graders from a middle-class urban area of Spain. The Spanish-speaking students were introduced to twelve new high-frequency English words in a 101-word English story. The students were instructed on how to read the story through the multimedia computer software program. Each of the new words in the story were hyper-linked to either an image, a word, or both an image and word; once the language learner came to a hyper-linked word, he or she was able to click and get its annotation (Acha 26). A vocabulary post test was administered immediately after the completion of the assignment, testing each of the students on the words’ meaning. Two weeks following the experiment the students were tested--using the same post test--to see how many of the words they had retained (Acha 27). Following the second post test, experimenters were able to compile the data and determine the most effective mode of presentation for children when learning through a multimedia program. The results in both the “immediate posttest” and the “delayed posttest” were congruent. The most effective mode of presentation was the “word-only” group, followed by the “picture-only” group, and last, narrowly behind the previous mode, the “word and picture” group (Acha 27). Even though the previous three studies were computer based, multimedia language learning programs are not limited to computers. The final study examines the effectiveness of video series and television programs aimed at teaching a new language. This study was published in The Modern Language Journal and conducted by Teresa Secules over one college semester. A language based multimedia video series allows language learners to witness the dynamics of the language being taught. Most video series portray native speakers in authentic settings, allowing the learner to pick up on different accents and “paralinguistic cues” (gestures) (Secules 480). Participants for this study consisted of two foreign language university level classes, both following very traditional foreign language curriculums; however, one of the class’s curriculums was reinforced by an educational multimedia video series. An exam was administered at the end of the semester to determine which class had better listening comprehension. Once the results were compiled it was determined that the video aided class had considerably better listening comprehension, and that the series in no way affected the class’s reading and writing abilities negatively, as both classes scored the same when tested in these areas (Secules 483). Although video programs proved to be very beneficial in the classroom, they are most successful when used as a reinforcement tool to the material taught. As exemplified through the studies discussed, multimedia language learning programs alongside the many technological advancements of the past two decades, have taken language education to a whole new level. By experimenting with all aspects of language learning through reading, writing, listening and speaking, multimedia programs are constantly advancing. Although the studies performed by Chun, Acha, and Al-Segayer resulted in different conclusions, it was apparent in all, that visual aide and multimedia programs can be extremely beneficial to new language acquisition. Researchers and educators constantly strive to improve today’s teaching techniques and come up with new methods of effective education. Confidently, with continued research, even more improvements can be made and more efficient methods can be established, ultimately advancing the multimedia language education programs beyond what they have been able to accomplish in the past decade.