Effectiveness of hypermedia annotations for foreign language reading.
This study first explores intermediate-level English learners' preferences for hypermedia annotations while they are engaged in reading a hypermedia text. Second, it examines whether multimedia annotations facilitate reading comprehension in the second language. The participants were 44 adult learne...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 1; pp. 28 - 39 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106605280&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106605280 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2005 vid: 21 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106605280 106605280 2005063029 10.1111/j.1365-2729.2005.00108.x 106605280 ppf: 28 ppct: 11 formats: tig: atl: Effectiveness of hypermedia annotations for foreign language reading. aug: au: Sakar A Ercetin G affil: University of Bahcesehir, Istanbul, Turkey; asim@bahcesehir.edu.tr sug: subj: Hypermedia Evaluation Language Education Adult Analysis of Variance Computer-Assisted Instruction English as a Second Language Interviews Questionnaires Students, College Turkiye Human Adult: 19-44 years ab: This study first explores intermediate-level English learners' preferences for hypermedia annotations while they are engaged in reading a hypermedia text. Second, it examines whether multimedia annotations facilitate reading comprehension in the second language. The participants were 44 adult learners of English as a foreign language studying English for Academic Purposes. Data were collected through a tracking tool, a reading comprehension test, a questionnaire, and interviews. Results indicate that learners preferred visual annotations significantly more than textual and audio annotations. On the other hand, a negative relationship was found between annotation use and reading comprehension. Especially, pronunciations, audiorecordings, and videos were found to affect reading comprehension negatively. However, the qualitative data revealed that the participants had positive attitudes towards annotations and hypermedia reading in general. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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