Computer-Mediated Glosses in Second Language Reading Comprehension and Vocabulary Learning: A Meta-Analysis

Autor/in	Abraham, Lee B.
Titel	Computer-Mediated Glosses in Second Language Reading Comprehension and Vocabulary Learning: A Meta-Analysis
Quelle	In: Computer Assisted Language Learning, 21 (2008) 3, S.199-226 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
Schlagwörter	Reading Comprehension; Second Language Learning; Effect Size; Educational Technology; Literacy; Vocabulary Development; Meta Analysis; Computer Assisted Instruction; Individual Differences; Multimedia Instruction; Coding; Reliability; Second Language Instruction + Suchen Sie Ihr Suchwort? Leseverstehen; Zweitsprachenerwerb; Unterrichtsmedien; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzarbeit; Meta-analysis; Metaanalyse; Computer based training; Computerunterstützter Unterricht; Individueller Unterschied; Multimediales Lernen; Codierung; Programmierung; Reliabilität; Fremdsprachenunterricht
Abstract	Language learners have unprecedented opportunities for developing second language literacy skills and intercultural understanding by reading authentic texts on the Internet and in multimedia computer-assisted language learning environments. This article presents findings from a meta-analysis of 11 studies of computer-mediated glosses in second language reading comprehension and incidental vocabulary learning. Computer-mediated glosses had an overall medium effect on second language reading comprehension and a large effect on incidental vocabulary learning. Mean effect sizes varied from medium to large depending upon the level of instruction, text type, and assessment tasks. Drawing upon findings of this meta-analysis and the overall characteristics of gloss studies, we propose recommendations for future research, including replications and the systematic study of reading variables and learner individual differences in multimedia learning environments with authentic texts. (Eight appendixes include: (1) Definitions of selected study characteristics; (2) Coding book; (3) Study characteristics, phase one; (4) Study characteristics, phase two; (5) Exclusion criteria; (6) Coding reliability of categories; (7) Selected study characteristics and effect sizes for L-2 reading comprehension; and (8) Selected study characteristics and effect sizes for L-2 vocabulary learning. Contains 7 tables and 4 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10