Date of Graduation

Spring 4-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

Learning and Instruction

Program

Learning & Instruction EdD

First Advisor

Dr. Sedique Popal

Second Advisor

Dr. Kevin Oh

Third Advisor

Dr. Nicole McClung

Abstract

Vocabulary acquisition is key to developing foreign language skills, but students, especially those learning less commonly taught languages, often struggle with new words’ retention. Multimedia glossing, which combines text, audio, and visuals, aims to help students manage cognitive load and learn vocabulary more effectively. While most research has focused on student perspectives, little is known about Farsi language teachers’ views on multimedia glossing and its challenges. This qualitative study explores Farsi teachers’ opinions on using multimedia glossing to support vocabulary learning and retention, as well as the obstacles they face.

This study took place at a Bay Area language school with teachers selected for their experience and use of multimedia glossing. Semi-structured interviews were conducted and analyzed thematically. Results showed teachers see multimedia glossing as an effective tool for boosting vocabulary learning, retention, and motivation, provided it is implemented according to cognitive theory guidelines. Teachers highlighted the importance of careful gloss design, choosing the right modalities, and using scaffolding to prevent overload. However, they noted practical challenges like limited class time and technology access, which can hinder adoption.

Overall, the findings indicate that multimedia glossing can enhance vocabulary skills when used thoughtfully and backed by supportive policies. This study adds to existing research by centering teachers’ insights, applying the CTML framework to Farsi instruction, and offering practical advice for integrating technology into language curricula.

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