Transforming English Language Arts in a Web 2.0 World

Beach, Richard; Hull, Glynda; O’Brien, David G.

doi:10.4324/9780203839713.ch23

Cited by 5 publications

(6 citation statements)

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“…First, they help learners enjoy reading (Vela, 2015) without interrupting the reading flow (Ha, 2015) for the purpose of looking the new words up (Vela, 2015) because information will always be available at the click of a mouse (Abu Seileek, 2011). Second, multimedia glosses are not confined to providing textual information (Khezrlou et al, 2017) as the multimedia environment affords multiple formats through which learners can receive the input to check the meaning of the unknown vocabulary (Aldera & Mohsen, 2013) through pictures, sounds, videos and so forth (Beach, Hull, & O'Brien, 2011;Mohsen & Balakumar, 2011). This increases the active processing of L2 input as they provide rehearsal or several inputs to the same word (Vela, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

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Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

Ahmad¹

2019

ELT

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The present study attempted to investigate the effect of multimedia glosses on EFL students’ vocabulary acquisition and retention. Forty-five EFL students were divided into two groups: control (n=22) and experimental (n=23). A vocabulary test was administered to both groups in order to ensure that they were equivalent. Then, all participants attended 12 weekly reading sessions where participants of the experimental group practiced reading computerized texts that included multimedia glosses while participants of the control group practiced reading the same texts but without any glosses. Immediately after the treatment was over, the vocabulary test was administered to both groups in order to evaluate the differences between the two groups in vocabulary acquisition. Moreover, the same test was administered to both groups two weeks after the administration of the posttest with the purpose of evaluating the differences between the two groups in vocabulary retention. The statistical analysis revealed a significant difference between the two groups in both the immediate and the delayed administrations of the vocabulary test. Therefore, it was concluded that multimedia glosses enhanced both vocabulary acquisition and retention among EFL students.

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Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, they can be shown in a pop-up window (Lee & Lee, 2015). Finally, the easy access to multimedia glosses (Ertürk, 2016) increases learners' independence (Taylor, 2013b) and makes the reading of authentic texts manageable and interactive (Beach et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

Ahmad¹

2019

ELT

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“…Research has investigated how online writing platforms support both individual and collaborative writing, and some studies have suggested greater student engagement with literacy activities (Warschauer, 2006) for wider purposes and audiences (Warschauer, Arada, & Zheng, 2010). Among those technologies, Google Docs is a widely adopted tool that allows writers to collaborate on web-based documents (Beach, Hull, & O'Brien, 2011), which enables synchronous writing in the classroom and teacher-driven feedback outside the classroom (Zhou, Simpson, & Domizi, 2012). However, when teachers use Google Docs for online peer-to-peer learning activities, it may be difficult to understand each group's collaborative process.…”

Section: Feature Articlementioning

confidence: 99%

Writing Together: Online Synchronous Collaboration in Middle School

Krishnan¹,

Cusimano²,

Wang³

et al. 2018

J Adolescent & Adult Lit

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The authors showcase the use of DocuViz, an information visualization tool, as a means to support middle school students’ online synchronous collaborative writing. The purpose of this study was to explore writing outcomes when students write in groups and independently. Providing students with a tool to help them understand their individual contributions to a collaboratively written Google Doc may be one reason why group‐written essays were significantly longer and received significantly higher rubric scores when compared with the independently written essays. Results also indicated that group writing had a positive impact on later independent essay writing. Student survey results reflect positive reactions to online collaborative writing. The authors conclude with a discussion of the theoretical contributions that this study makes to New Literacies Studies and provide guidelines for teachers interested in supporting students’ writing development through technology‐enhanced strategies that position students as partners in the writing process.

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“…As readers are more readily able to comment back to authors, read others' comments, create response texts, and otherwise engage with authors and other audience members interactively, to read means not only to decode, to comprehend, and to interpret texts but also to alter and shape them and to communicate about them (Das, 2011). Scholars investigating how young people make meaning in such interactive contexts have argued that socially networked environments in particular afford new textual possibilities for youths to develop an expanded communicative repertoire (Beach & Doerr-Stevens, 2011;Beach, Hull, & O'Brien, 2011;DePew, 2011;Dowdall, 2009;Hull et al, 2010;Reid, 2011;Richards & Gomez, 2010;Stornaiuolo, Hull, & Sahni, 2011). Although these studies indicate that people can extend their strategic repertoires by virtue of reading and writing in the company of others in networked, interactive contexts, we are still at the beginning of understanding how this interactivity shifts relationships between authors and audiences and demands new interpretive strategies for making meaning with interlocutors from around the world, who may in fact appear and disappear from our screens unpredictably (Kushner, 2011).…”

Section: Reading Online In a Global Worldmentioning

confidence: 99%

Imagined Readers and Hospitable Texts: Global Youths Connect Online

Hull¹,

Stornaiuolo²,

Sterponi³

2013

Theoretical Models and Processes of Reading

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n our radically interconnected world, with its global and digital flows of people, capital, and information, texts can rapidly circulate far and wide, across cultural, geographic, and linguistic borders. These texts require of those who would communicate effectively the flexible capacity to make meaning across an increasingly complex range of textual forms that integrate multiple semiotic modalities (

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Transforming English Language Arts in a Web 2.0 World

Cited by 5 publications

References 0 publications

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

Multimedia Glosses for Enhancing EFL Students’ Vocabulary Acquisition and Retention

Writing Together: Online Synchronous Collaboration in Middle School

Imagined Readers and Hospitable Texts: Global Youths Connect Online

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