Dataset Information

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension.

ABSTRACT: Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language (EFL) in four classes participated in the study and were exposed to one of the four conditions: (a) L2 definition only, (b) L2 definition coupled with audio, (c) L2 definition plus video, and (d) L2 definition with picture. Participants were asked to read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest-posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19.

SUBMITTER: Wang S

PROVIDER: S-EPMC7891738 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Publications

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension.

Wang Shufang S Lee Chang In CI

Frontiers in psychology 20210204

Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language (EFL) in four classes participated in the study and were exposed to one of the four conditions: (a) L2 definition only, (b) L2 definition coupled with audio, (c) L2 definition plus vid ...[more]

PMID: 33613360

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Project description:Reading comprehension is never considered a simple task in linguists' views as it requires a full set of linguistic knowledge, such as word decoding, understanding syntactic and morphological structures, and deriving proper meanings from these structures in a given context. Bearing the simple view of reading, the primary goal of this study is to explore whether the split presentation of Chinese splittable compounds influences the recognition of the compounds in second language (L2) Chinese reading comprehension, and how the reading skills, i.e., word decoding and linguistic comprehension, cooperate to complete this reading comprehension task. Splittable compounds (SCs) in Chinese are typically verbs composed of two constituents with limited separability. The separable property of SCs and their vague morpho-syntactic status are supposed to cause difficulties for L2 Chinese learners in recognizing the compounds. Especially for those whose native language manifests lexical integrity, the split presentation of the compounds may invite the L2 Chinese readers to process them with a mechanism different from that for their non-split forms. To the best of our knowledge, the efforts on investigating this issue are insufficient. In this study, 27 Spanish speaking L2 Chinese learners were invited to complete tasks including reading and interpreting 6 selected SCs in the split and non-split forms, rating their familiarities with each SC and reporting the syntactic category of the SCs based on their existing linguistic knowledge. The results, showed that the split presentation of SCs did cause challenges for L2 Chinese learners in recognizing the compounds in the reading process, regardless of their Chinese proficiencies. The L2 Chinese participants performed significantly worse in recognizing split SCs in salient Verb-Object structures than recognizing those in unsalient Verb-Object structures. These findings underscore the importance of linguistic comprehension in L2 Chinese in-text word reading comprehension and suggest words as the basic processing units.

Dataset Information

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension.

Publications

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension.

Similar Datasets

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