A Comparison of the Effect of Textual, Audio and Textual-Pictorial and Audio-Pictorial Annotations on Enhancing Reading Comprehension among Iranian EFL Learners

Autor/inn/en	Karbalaei, Alireza; Zare, Amaneh
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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