Hypertext Glosses for Foreign Language Reading Comprehension and Vocabulary Acquisition: Effects of Assessment Methods

Autor/in	Chen, I-Jung
Titel	Hypertext Glosses for Foreign Language Reading Comprehension and Vocabulary Acquisition: Effects of Assessment Methods
Quelle	In: Computer Assisted Language Learning, 29 (2016) 2, S.413-426 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2014.983935
Schlagwörter	Reading Comprehension; Multivariate Analysis; Scores; Multiple Choice Tests; Reading Materials; Hypermedia; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Vocabulary Development; Translation; Evaluation Methods; Comparative Analysis; Student Evaluation; Language Tests; Reading Tests; Foreign Countries; College Freshmen; Statistical Analysis; Pretests Posttests; Reading Instruction; Computer Assisted Instruction; Instructional Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? Leseverstehen; Multivariate Analyse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit; Schulnote; Studentische Bewertung; Language test; Sprachtest; Lesetest; Ausland; Studienanfänger; Statistische Analyse; Leseunterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg
Abstract	This study compared how three different gloss modes affected college students' L2 reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition may differ depending on the four assessment methods used. A between-subjects design was employed with three groups of Mandarin-speaking college freshmen. The participants read an English passage, each with different gloss formats: in-text mode, marginal gloss mode, and pop-up mode. The English proficiency level of the participants was elementary. Summary writing and multiple-choice questions were used to assess reading comprehension; word translation and word matching were used to assess vocabulary acquisition. Results of a multivariate analysis of covariance (with proficiency as the covariate) indicated that different assessment methods using the same gloss mode yielded different outcomes. In general, while the marginal gloss mode resulted in the highest scores on the multiple choice test, in-text glosses brought about the best performance in the rest of the tests, and pop-up glosses led to the lowest scores on all four tests. This study suggests that student performance outcomes concerning gloss mode may be assessment specific. Researchers should consider how investigators obtain their outcomes when interpreting the results of a study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01