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|Title:||The Effects of Multimedia Annotations on the Vocabulary Retention of EFL Readers|
Department of English, NTNU
The purpose of this study is to compare the effects of three modes of vocabulary annotation on immediate and delayed vocabulary retention using an on-line reading text. This study adopted a four-group pretest, immediate posttest, and delayed posttest experimental design. Twelve target words were presented in a 331-word reading text under four conditions in a computer program: (1) control with no annotation, (2) text annotation only, (3) picture annotation only, and (4) combined text-picture annotations. One hundred and sixty-nine high school students were randomly assigned to one of the four groups. All of the participants took a vocabulary recognition pretest in the first week. A week later, before taking a vocabulary recognition immediate posttest, they read a story on-line with words annotated in one of the four conditions. Two weeks later, they took a delayed posttest. ANCOVA analyses revealed that students in all three annotation groups attained significantly better gains of vocabulary on the immediate posttest and also on the delayed posttest than the control group, indicating that annotation in on-line text leads to vocabulary retention. However, a post hoc comparison of the three annotation groups demonstrated that there was no significant difference among the groups on both the immediate and delayed posttest, showing that the three modes of annotation yield similar effects on vocabulary gains through on-line reading.
|Appears in Collections:||英語教學|
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