Effects of Multimedia Annotations on Vocabulary Acquisition

Chun, Dorothy M.; Plass, Jan L.

doi:10.2307/328635

Cited by 151 publications

(209 citation statements)

References 8 publications

(9 reference statements)

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“…Chun and Plass [15] revealed that words associated with actual objects or corresponding images are learned more easily than those without. In addition, Carpenter and Olson [16] reported that one of the most common findings in cognitive research is that image-based learning is easier for learners in long-term memory recalling.…”

Section: Copyright C 2017 the Institute Of Electronics Information Amentioning

confidence: 99%

“…This study also investigated the reasons that lie behind the ineffectiveness of vocabulary learning via text + image + audio approach, and concluded that i) learners' learning styles and ii) the speech rate of the recorded annotation were involved. Furthermore, Chun and Plass [15] investigated the effectiveness of annotations with different multimedia types while acquiring a new vocabulary. The study result with regard to the effectiveness of different types of annotations concluded with significantly higher scores for words supported by text + picture than words with text-only and video + text.…”

Section: Cavl: State Of the Artmentioning

confidence: 99%

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An Algorithm to Evaluate Appropriateness of Still Images for Learning Concrete Nouns of a New Foreign Language

Hasnine

Ishikawa

Hirai

et al. 2017

IEICE Trans. Inf. & Syst.

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SUMMARYVocabulary acquisition based on the traditional pen-andpaper approach is outdated, and has been superseded by the multimediasupported approach. In a multimedia-supported foreign language learning environment, a learning material comprised of a still-image, a text, and the corresponding sound data is considered to be the most effective way to memorize a noun. However, extraction of an appropriate still image for a noun has always been a challenging and time-consuming process for learners. Learners' burden would be reduced if a system could extract an appropriate image for representing a noun. Therefore, the present study purposed to extract an appropriate image for each noun in order to assist foreign language learners in acquisition of foreign vocabulary. This study presumed that, a learning material created with the help of an appropriate image would be more effective in recalling memory compared to the one created with an inappropriate image. As the first step to finding appropriate images for nouns, concrete nouns have been considered as the subject of investigation. Therefore, this study, at first proposed a definition of an appropriate image for a concrete noun. After that, an image re-ranking algorithm has been designed and implemented that is able to extract an appropriate image from a finite set of corresponding images for each concrete noun. Finally, immediate-after, short-and long-term learning effects of those images with regard to learners' memory retention rates have been examined by conducting immediate-after, delayed and extended delayed posttests. The experimental result revealed that participants in the experimental group significantly outperformed the control group in their long-term memory retention, while no significant differences have been observed in immediate-after and in short-term memory retention. This result indicates that our algorithm could extract images that have a higher learning effect. Furthermore, this paper briefly discusses an on-demand learning system that has been developed to assist foreign language learners in creation of vocabulary learning materials. key words: appropriate image, concrete noun, on-demand learning system, AIVAS, AIVAS-IRA

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Section: Copyright C 2017 the Institute Of Electronics Information Amentioning

confidence: 99%

Section: Cavl: State Of the Artmentioning

confidence: 99%

An Algorithm to Evaluate Appropriateness of Still Images for Learning Concrete Nouns of a New Foreign Language

Hasnine

Ishikawa

Hirai

et al. 2017

IEICE Trans. Inf. & Syst.

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“…However, this study is different from the previous studies mentioned because it made use of a more authentic CALL environment and examined student behavior as it occurred during student interaction with the program. Chun and Plass (1996) performed an even more authentic study in which they had 160 second year German students use an interactive multimedia CALL reading program Their first research question was to determine the degree to which learners acquired vocabulary incidentally through reading in a hypertext environment. Their study reported a 24.1%-26.5% range for the subjects' performances on post-study retention measures.…”

Section: Authentic Learning Environmentsmentioning

confidence: 99%

“…Each performed research with reading texts observing learner choices within real CALL multimedia environments and analyzing the relationship between learners' look-up behavior and learner performance. As noted by Chun and Plass (1996), the importance ofthese studies is that they include all or most of the variables that are present in real L2 learning environments.All of these studies can be classified into categories based on their interface with L2teaching (Pica, 1997 …”

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confidence: 99%

“…CALL, because it facilitates tracking and accurately recording student actions within a lesson, offers researchers a medium with which to inquire about how students use various options and then make inferences about language learning. CALL research that identifies and evaluates the effectiveness of what learners actually do while they are using the software (e.g., Hegelheimer, 1998;Chun & Plass, 1996) will be most beneficial for increasing general knowledge as to how CALL can best be used.Practically speaking, software developers should benefit from a corpus of empirical research to guide their improvement of the programs' effectiveness. As Hegelheimer and …”

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A quantitative interaction analysis of an authentic CALL environment: New Dynamic English

Tower

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This study describes second language learners' use of interactional options (e.g., a glossary usage) within New Dynamic English, a listening-based computer-assisted language learning (CALL) program produced by DynEd International. The study then elaborates on the students' use of options and how it relates to the students' performances within the program and their second language (L2) learning. Student choices in an interactive multimedia environment and modification of input are discussed. Results from this study, though they conflict with past research, have important implications for future L2 teachers and researchers in second language acquisition (SLA) and CALL. This study was performed in an authentic learning environment and points out the benefits, drawbacks, and the need for much more authentic learning research. Though computer-assisted language learning (CALL) was first implemented in the 1960s, much of the learning was more or less "drill and practice" in its approach (Warschauer, 1996). It was not until the early 1980s that more communicative approaches to language learning influenced CALL to become more interactive, take on multimedia capacities, and offer students options as to how they interacted with a program (ibid.). Since that time, due to the rapid increases in technology and importance of the microcomputer in society, CALL has now become a tool that many language teachers are unable to overlook (Levy, 1996;Warschauer, 1996). Interactive multimedia CALL, and CALL in general, has become a technology which is expanding faster than language teachers and researchers can keep up (Levy, 1996). By the time a program has existed long enough be tested and thoroughly researched, technological advances have encouraged the use of different and faster programs. In view ofthe current situation, studies have shifted from the 1980s where much research was focused on differences between CALL and non-CALL environments to now, where research is more focused on the effectiveness of software and the choices learners make (Kolich, 1991). Purpose of the StudyThis study describes second language learners' use of interactional options (e.g., a glossary usage) within New Dynamic English, a listening-based CALL program produced by DynEd International, Inc. The study then elaborates on the students' use of options and how it relates to the students' performances within the program. It draws upon correlational data 2 gathered from student interaction to analyze the effects of the software on the students' second language (L2) learning. RationaleThis study is useful for both theoretical and practical purposes. Theory in second language acquisition (SLA) suggests that learners need to interact with the target language to acquire it. Computer programs like the one analyzed in this study, which offer students options and allow them to interact with the language, may be able to help students begin to use the language effectively and draw closer to understanding how to use the language in actual environments (Harless, Zeir, ...

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Research Methods for Investigating Technology for Language and Culture Learning

Chun¹

2017

The Handbook of Technology and Second Language Teaching and Learning

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Based on selected research studies that are among the most highly-cited or considered seminal or influential, this chapter provides an overview of the various qualitative, quantitative, and mixedmethods approaches that have been used to date in CALL research. CALL is used to refer to "Computer-Assisted Languaculture Learning," which encompasses not just second language learning but also learning about the cultures associated with these languages. Areas of investigation have included learning of grammar, vocabulary, reading/writing, listening/speaking, pragmatics and intercultural competence, as well as overall communicative and intercultural competence. Technologies investigated in these areas range from tutorial lessons to collaborative Internet-based projects. Potential future methodologies and directions for future research are discussed for Computer-Assisted Languaculture Learning. There are various ways that this chapter could be organized. One could categorize studies into quantitative, qualitative, or mixed methods and discuss how these different methods have been used in the seminal studies. One could examine the different aspects of languaculture (e.g., speaking, reading, grammar, vocabulary, culture, identity), how they have been taught, learned,

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Effects of Multimedia Annotations on Vocabulary Acquisition

Cited by 151 publications

References 8 publications

An Algorithm to Evaluate Appropriateness of Still Images for Learning Concrete Nouns of a New Foreign Language

An Algorithm to Evaluate Appropriateness of Still Images for Learning Concrete Nouns of a New Foreign Language

A quantitative interaction analysis of an authentic CALL environment: New Dynamic English

Research Methods for Investigating Technology for Language and Culture Learning

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