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|Other Titles:||A Review of Studies on Multimedia-Assisted Vocabulary Learning|
Office of Research and Development
Multimedia annotations, because of the advancement and popularity of multimedia technology in the last 15 years, have been attracting attention from language professionals as well as researchers in second language acquisition. The findings of the previous studies have indicated the type of multimedia annotations that best facilitates vocabulary learning and the relationships between learning styles and multimedia annotations. In particular, students' looking up a combination of textual and visual annotations is better than their looking up a single annotation of any kind, and learning vocabulary with still pictures is better than that with dynamic video or animation. Three areas that require further research are suggested, and they are related to cognitive load, dynamic video or animation, and learning vocabulary using mobile devices. Finally this article, based on the discussions of textual, pictorial, and video glosses, offers suggestions for classroom-based vocabulary instructions.
|Appears in Collections:||師大學報|
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