Hypermedia Annotation Presentation: The Effect of Location and Type on the EFL Learners' Achievement in Reading Comprehension and Vocabulary Acquisition

Autor/in	AbuSeileek, Ali Farhan
Titel	Hypermedia Annotation Presentation: The Effect of Location and Type on the EFL Learners' Achievement in Reading Comprehension and Vocabulary Acquisition
Quelle	In: Computers & Education, 57 (2011) 1, S.1281-1291 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.01.011
Schlagwörter	Reading Comprehension; Vocabulary Development; English (Second Language); Second Language Learning; Learning Strategies; College Instruction; College Students; Instructional Effectiveness; Computer Assisted Instruction; Instructional Design; Hypermedia; Teaching Methods + Suchen Sie Ihr Suchwort? Leseverstehen; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hochschullehre; Collegestudent; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated the effect of gloss presentation in different text locations whilst participants read EFL texts in a hypermedia environment. Seventy-eight undergraduate EFL learners read and summarized seven texts and completed a vocabulary assessment. The number of propositions recalled in each summary was recorded. The data suggest that reading passages with hypermedia annotations significantly benefits passage comprehension and vocabulary (compared to reading passages with no annotations). The best performance was observed in the condition where glosses were placed after the glossed word. The study also reported large observed score mean differences for the definition gloss type of 3-5-words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10