Exploring the Potential of Hypermedia Annotations for Second Language Reading

Ariew, Robert; Erçetin, Gülcan

doi:10.1080/0958822042000334253

Cited by 89 publications

(56 citation statements)

References 14 publications

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“…Although, there are some studies on the effects of different conditions of gloss on reading comprehension (e.g., Al-Seghayer, 2001;Rott & Williams, 2003;Ariew & Ercetin, 2004;Bowles, 2004;Ko, 2005;Sakar & Ercetin, 2005;Akbulut, 2008;Shalmani & Sabet, 2010;AbuSeileek, 2011, etc. ), very little is known about the effects of audio gloss and extended audio gloss.…”

Section: Statement Of the Problemmentioning

confidence: 99%

The Effect of Gloss Type and Mode on Iranian EFL Learners’ Reading Comprehension

Sadeghi

Ahmadi²

2012

ELT

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This study investigated the effects of three kinds of gloss conditions that is traditional non-CALL marginal gloss, computer-based audio gloss, and computer-based extended audio gloss, on reading comprehension of Iranian EFL learners. To this end, three experimental and one control groups, each comprising 15 participants, took part in this study. In order to ensure that the participants were from the right proficiency level, KET (Key Language Test) was used to select upper-intermediate proficiency learners. Participants in each group read two passages under one of the three mentioned conditions, with no gloss offered for control group. They all completed one pretest, one reading session, and one post-test. The data were analyzed using t-tests and one-way ANOVA. Statistical analyses of the results revealed that extended audio gloss group, who were provided with the voice of a speaker to read the meaning of the target word, as well as one example sentence, significantly outperformed the other groups. The results of this study provide some insights for teachers and administrators to review their curricula, approaches, and educational tools, and to consider the possibility of incorporating CALL technology into their teaching.

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Section: Statement Of the Problemmentioning

confidence: 99%

The Effect of Gloss Type and Mode on Iranian EFL Learners’ Reading Comprehension

Sadeghi

Ahmadi²

2012

ELT

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“…An annotation is the added comments or notes about difficult words, phrases, or ideas, which provide definitions or meanings of the words in a particular context. It is also a technique used in language learning enhancing reading comprehension and vocabulary acquisition (Ariew & Ercetin, 2004).…”

Section: Review Of Literaturementioning

confidence: 99%

The Effect of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learners

Khodaparast¹,

Ghafournia²

2015

ELT

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The contribution of computer-assisted instructional programs to language learning process has been the focus of researchers for about two decades. However, the effect of synchronous and asynchronous computer-assisted approaches of language teaching on improving L2 vocabulary has been scarcely investigated. This study explored whether synchronous, asynchronous, and integrated approaches had any significant impact on vocabulary achievement of Iranian EFL learners in an intensive reading program. The participants were 120 students, majoring in English Teaching and Translation Studies at Islamic Azad University of Abadan. The participants were at intermediate level of language proficiency. They took a vocabulary pretest and posttest before and after the treatment. The results showed that there was a significant difference between the traditional approach and the other three approaches. That is, computer-assisted teaching approaches significantly influenced EFL learners' vocabulary learning. The findings also manifested that integrated approach exerted significant influence on improving L2 vocabulary achievement of language learners. The findings implied that language learners, who were thought under computer-assisted approaches, had more autonomy and self-efficacy and showed more intrinsic motivation to learn the target language than the learners who were taught under traditional approach. Thus, computer-assisted approaches can help language teachers create more fruitful learning atmosphere to reduce distressful factors and accelerate learning process.

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“…Still, as the need for more effective educational solutions for ELLs in the United States has persisted, only five electronic dictionary studies with adult ELLs were performed at U.S. institutions between 1991 and 2011 (i.e., Ariew & Ercetin, 2004;Chen, 2006;Yoshii & Flaitz, 2002;Al Seghayer, 2001;Al Ghafli, 2011), and of those, one sampled from a population outside of the United States (Al Ghafli, 2011) and two did not measure reading comprehension as a dependent variable (Al Seghayer, 2001;Yoshii & Flaitz, 2002) as the present study did. Thus, there is a scarcity of comparable studies.…”

Section: Electronic Glossary Research: 1991-2011mentioning

confidence: 99%

“…Extant research on the topic of glosses from the United States has focused mostly on populations of language learners other than ELLs. As discussed in Chapter 2, only five electronic glossary studies with adult ELLs were performed at U.S. academic institutions between 1991 and 2011 (Ariew & Ercetin, 2004;Al Seghayer, 2001;Chen, 2006;Al Ghafli, 2011;Yoshii & Flaitz, 2002). As more information technologies continue to become available in future years, instructional technologists will need research-based guidelines that assist in effectively matching technologies with individual learners in academic contexts (Kopriva, Emick, Hipolito-Delgado, & Cameron, 2007).…”

Section: Chapter 1: Problemmentioning

confidence: 99%

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The Effects of the Variable Spatial Contiguity of Digital Vocabulary Annotations on Reading Comprehension by English Language Learners at American Universities

Downey¹

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Since the 1990s, electronic glossary systems have been a popular topic of inquiry for language educators and instructional designers. However, no published research describes a fully replicable toolset for performing empirical glossary user research in applied educational settings, leaving scant evidence about the effects of different styles of glossaries on reading comprehension and other outcomes (Welker, 2010). This study asked if learners would access vocabulary annotation features when offered in an electronic reading system, and if different modes of presentation would affect reading comprehension, according to the spatial contiguity principle (Mayer, 2005). Using offthe-shelf materials adapted for use with the system, students in an English for Academic Purposes (EAP) program (n = 20) at an American university read a short passage with an integrated glossary mechanism, followed by a reading comprehension assessment.

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Exploring the Potential of Hypermedia Annotations for Second Language Reading

Cited by 89 publications

References 14 publications

The Effect of Gloss Type and Mode on Iranian EFL Learners’ Reading Comprehension

The Effect of Gloss Type and Mode on Iranian EFL Learners’ Reading Comprehension

The Effect of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learners

The Effects of the Variable Spatial Contiguity of Digital Vocabulary Annotations on Reading Comprehension by English Language Learners at American Universities

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