Turk, E. & Ercetin, G. (2014). Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning. Computer Assisted Language Learning, 27(1), 1-25.
摘要: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. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Multimedia, Vocabulary Learning, Reading Comprehension, English as a Second Language Learning, Second Language Reading, Second Language Learning Theories, English as a Second Language Instruction, Vocabulary Instruction, Second Language Reading Instruction