Effects of Interactive versus Simultaneous Display of Multimedia Glosses on L2 Reading Comprehension and Incidental Vocabulary Learning

Autor/inn/en	Türk, Emine; Erçetin, Gülcan
Titel	Effects of Interactive versus Simultaneous Display of Multimedia Glosses on L2 Reading Comprehension and Incidental Vocabulary Learning
Quelle	In: Computer Assisted Language Learning, 27 (2014) 1, S.1-25 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2012.692384
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Multimedia Instruction; Reading Comprehension; Incidental Learning; Vocabulary; Grade 9; High School Students; Reading Tests; Recall (Psychology); Recognition (Psychology); Statistical Analysis; Performance; Interaction; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Multimediales Lernen; Leseverstehen; Inzidentelles Lernen; Wortschatz; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesetest; Abberufung; Recognition; Wiedererkennen; Statistische Analyse; Achievement; Leistung; Interaktion; Türkei
Abstract	This study examines the effects of interactive versus simultaneous display of visual and verbal multimedia information on incidental vocabulary learning and reading comprehension of learners of English with lower proficiency levels. In the interactive display condition, learners were allowed to select the type of multimedia information whereas the simultaneous display condition presented the verbal (definitions) and visual (associated pictures) information in a single gloss. Eighty-two students were randomly assigned to the treatment conditions and were asked to read an annotated expository text. Reading comprehension was measured through a recall protocol and a multiple-choice test. Incidental vocabulary learning was measured through unannounced vocabulary tests of form recognition, meaning production, definition match, and bilingual synonym match. T-tests and ANOVA analyses indicated that the participants utilized glosses less frequently when they were given the control over access to the type of multimedia information. In addition, simultaneous display of multimedia information led to better performance on reading and vocabulary tests. The results are in line with the contiguity principle of Generative Theory of Multimedia Learning, which posits that presenting verbal and visual information simultaneously reduces cognitive load and results in better learning. The findings have implications for both the development of multimedia materials for L2 learners and training of learners to interact with multimedia materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10