Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of english as a foreign language |
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| Authors: | Yavuz Akbulut |
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| Institution: | (1) Faculty of Education, Department of Computer Education and Instructional Technologies, Anadolu University, 26470 Eskisehir, Turkey |
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| Abstract: | The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and
reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university
were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions coupled with associated pictures,
and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention
of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test
as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they
were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types
of visuals had significantly higher vocabulary scores on both immediate and delayed post-tests than the definition only group.
However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia
reading had positive impact on participants’ attitudes towards foreign language reading and vocabulary learning.
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| Keywords: | Multimedia/hypermedia systems Media in education Generative Theory of multimedia learning Second/foreign language learning Incidental vocabulary learning Reading comprehension |
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