1,080 research outputs found
The Effects of Hypertext Glosses on L2 Vocabulary Acquisition: A Meta-Analysis
In the field of second language acquisition (SLA), "comprehensible input" (Krashen, 1985) has been considered a critical factor to help learners acquire foreign and second languages (L2). From this perspective, the notion of extensive or free voluntary reading (Day & Bamford, 1998; Krashen, 1993) has emerged that L2 learners should be given more pleasure reading by minimizing a burden look-up behavior. At the same time, technology innovation has made it possible for extensive reading to occur through technology over the past decades. In particular with hypertext glosses or multimedia annotations, a number of studies have indicated that hypertext glossed input is comprehensible input and has made it possible for L2 readers to benefit all from extensive reading. This study examines (1) effects of hypertext gloss use on L2 vocabulary acquisition in computerized reading contexts, and (2) which specific combination of either text-only (single) or text + visual (multiple) hypertext glosses is more effective on L2 vocabulary acquisition and 3) What potential moderators to systematically account for between study variation are. In addition, it aims to synthesize characteristics of studies, technology use and research methods from empirical research studies for a comprehensible and insightful review of the effect of hypertext glosses on L2 vocabulary acquisition. Meta-analysis as a quantitative method was conducted to synthesize overall findings of empirical studies by calculating a standardized mean difference effect size. From 300 papers considered, 10 met the Criteria for Inclusion through a final filtering process, and were finally meta-analyzed to extract effect sizes in the present study. On the basis of 35 weighted mean effect size, 0.46 (Cohen, 1988: medium), the magnitude of text + visual (multiple) hypertext gloss combination was moderately effective on L2 vocabulary acquisition when L2 learners were given two conditions: a text-only or a text + visual hypertext glosses. The results revealed that various L2 learners, including English as a second or foreign language (ESL/EFL), Spanish as a foreign language (SFL), Japanese as a foreign language (JFL), and German as a foreign language (GFL), benefit from multiple hypertext glosses while reading computerized texts. In terms of research design, hypertext gloss studies have been almost always conducted in settings of class session-based quasi-experiment design with a researcher-developed program at a university or college level. More implications are discussed for future research
"To gloss or not to gloss": An investigation of reading comprehension online
This pilot study investigated the effects of multimedia reading software on reading comprehension. Specifically, the study aimed to explore how multimedia annotations influence the level of comprehension. Twelve college students enrolled in a second semester French course were instructed to think aloud during the reading of text on the computer screen. Participants read the text under one of three conditions: full glossing, limited glossing, or no glossing. In addition, a tracker was set up in the software to record the amount and type of glosses, and length of time that each was consulted. The raw data clearly indicate an increase in the number of causal inferences generated for students who had access to full glossing. Computerized reading with full glossing may promote a deeper level of text comprehension. Pedagogical suggestions for second language (L2) teaching and research will be discussed
Hypertext versus Footnotes: High School English Learnersâ Online Reading Recall
This study considers forty adolescent English Language Learners who read a passage online containing additional information available through either hypertext links or footnotes. Participants were attending a special high school for English learners at the time of the study. Two versions of the text were offered, one with hypertext and the other with footnotes, and participants were randomly assigned to the footnote or hypertext condition. Answers to multiple choice questions showed no significant difference between groups in recall of the reading under the two conditions, in contrast with an earlier study of learners in higher education settings whose recall of reading with hypertext was significantly lower than with footnotes. Learnersâ ratings of perceived comprehensibility of the 2 texts was also not significantly different. Additional interpretive data came from focus group interviews involving all of the participants
Vocabulary learning and retention through multimedia glossing
Drawing on Mayerâs (2014) cognitive theory of multimedia learning, the purpose of this study was to examine which modes of gloss presentation (i.e., L2 definition, aural, and video animation) are effective for learnersâ vocabulary learning and delayed word recollection. One control group and three experimental groups were formed by 132 intermediate language learners. Pre- and post-tests of productive recall and multiple-choice productive recognition were administered, and learnersâ perceptions toward glossing were examined through a questionnaire and interviews. Quantitative data were analyzed using ANCOVA, and themes that emerged from the qualitative data were identified. The quantitative findings revealed that dual glossing modes were more effective than single glossing modes for many test sessions. However, single glossing was also effective for a few test sessions. The questionnaire and interview data showed that learners preferred the dual glossing mode of L2 definition and video animation. The findings provide insights for vocabulary learning and teaching
Study on Hypertext Reading in Studentsâ Autonomous Learning
The study was conducted on 100 non-English major sophomores for one semester in a University of Shanxi Province in China with the purpose to explore the variation of sophomoreâs learning achievements through hypertext English reading based on Schematic Theory and Constructionist Theory. The results show that hypertext reading is beneficial to improve studentsâ learning, which is consistent with the conclusion that hypertext reading model is relatively a feasible and efficient way to improve studentsâ autonomous learning and achievement
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