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Autor/inn/en | Karbalaei, Alireza; Zare, Amaneh |
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Titel | A Comparison of the Effect of Textual, Audio and Textual-Pictorial and Audio-Pictorial Annotations on Enhancing Reading Comprehension among Iranian EFL Learners |
Quelle | In: Teaching English with Technology, 19 (2019) 3, S.40-67 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1642-1027 |
Schlagwörter | Foreign Countries; Second Language Learning; English (Second Language); Reading Comprehension; Visual Aids; Audiovisual Aids; Vocabulary Development; Hypermedia; Technology Uses in Education; College Students; Language Tests; Iran; English Proficiency Test Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Anschauungsmaterial; Audiovisuelles Medium; Wortschatzarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Language test; Sprachtest |
Abstract | This study aimed to investigate the interaction between L2 readers and the reading text equipped with four different annotations or glosses including text-only, audio-only, text-picture and audio-picture annotations. The participants in the study were selected from four intact classes consisting of 100 students studying English at intermediate level in Kish Institute of Science & technology (olom va fonon), in Iran. After they were given a reading comprehension text, the four experimental groups were given the same reading comprehension texts with different annotations. Then, they were asked to take the same reading test as posttest. The results of the study demonstrated that text-only and audio-only were more effective than other kinds of annotation. The results suggested that providing the new words whether in audio or text annotation during reading comprehension can help students to comprehend reading in an effective way. Educational implications suggest that provision of different kinds of glosses is beneficial for L2 students although they need some scaffolding for utilizing glosses in a beneficial way. (As Provided). |
Anmerkungen | IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |