Abstract In this study, researchers evaluated the effects of peer-assisted multimedia vocabulary instruction, which was designed to address the goal of building knowledge of discipline-specific definitions of language arts terminology for six ninth-grade English Language Learners (ELLs) with or at-risk for learning disabilities. To evaluate the effects of the intervention on the accuracy and completeness of students’ expressive definitions, researchers used a multiple probe design replicated across word sets and participants. Instruction took place in 20-minute sessions that spanned 29 consecutive school days. After the intervention, all six students increased the number of accurate expressive definitions and self-evaluated higher levels of word knowledge (i.e. “I know it and can give an example” or “I can teach this word to someone else”), respective to their baseline performance levels. The pattern of improvement on expressive definitions tests was replicated across word sets and participants, suggesting the overall effectiveness of the intervention on the acquisition of discipline-specific definitions of language arts terms. In addition, students reported high levels of satisfaction with the intervention’s procedures and outcomes.

中文翻译：

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同伴辅助多媒体词汇教学对高中英语学习者的影响

摘要 在这项研究中，研究人员评估了同伴辅助多媒体词汇教学的效果，该教学旨在解决六名九年级英语语言学习者 (ELL) 的语言艺术术语学科特定定义知识的目标。 - 学习障碍的风险。为了评估干预对学生表达定义的准确性和完整性的影响，研究人员使用了跨词集和参与者复制的多探针设计。教学在 20 分钟的课程中进行，跨越了连续 29 个上学日。干预后，所有六名学生都增加了准确表达定义的数量和自我评价更高水平的词汇知识（即“我知道并且可以举例”或“我可以教别人这个词”），相对于他们的基准性能水平。表达性定义测试的改进模式在词集和参与者之间复制，表明干预对获取语言艺术术语的学科特定定义的整体有效性。此外，学生对干预的程序和结果表示高度满意。