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The effects of multimedia annotation...

Chen, Zhaohui.

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The effects of multimedia annotations on L2 vocabulary immediate recall and reading comprehension: A comparative study of text-picture and audio-picture annotations under incidental and intentional learning conditions.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of multimedia annotations on L2 vocabulary immediate recall and reading comprehension: A comparative study of text-picture and audio-picture annotations under incidental and intentional learning conditions./
Author:	Chen, Zhaohui.
Description:	194 p.
Notes:	Adviser: Tony Erben.
Contained By:	Dissertation Abstracts International68-01A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3248264

The effects of multimedia annotations on L2 vocabulary immediate recall and reading comprehension: A comparative study of text-picture and audio-picture annotations under incidental and intentional learning conditions.
Chen, Zhaohui.

The effects of multimedia annotations on L2 vocabulary immediate recall and reading comprehension: A comparative study of text-picture and audio-picture annotations under incidental and intentional learning conditions. - 194 p.

Adviser: Tony Erben.

Thesis (Ph.D.)--University of South Florida, 2006.

This dissertation investigated the effects of multimedia annotation on L2 vocabulary learning and reading comprehension. The overarching objective of this study was to compare the effects of text-picture annotation and audio-picture annotation on L2 vocabulary immediate recall and reading comprehension. This study also sought to examine the different effects under incidental and intentional learning conditions.Subjects--Topical Terms:

1018115
Education, Language and Literature.

The effects of multimedia annotations on L2 vocabulary immediate recall and reading comprehension: A comparative study of text-picture and audio-picture annotations under incidental and intentional learning conditions.
LDR:03473nam 2200313 a 45 001 967561
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035 $a (UMI)AAI3248264
035 $a AAI3248264
040 $a UMI $c UMI
100 1 $a Chen, Zhaohui. $3 677431
245 1 4 $a The effects of multimedia annotations on L2 vocabulary immediate recall and reading comprehension: A comparative study of text-picture and audio-picture annotations under incidental and intentional learning conditions.
300 $a 194 p.
500 $a Adviser: Tony Erben.
500 $a Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0170.
502 $a Thesis (Ph.D.)--University of South Florida, 2006.
520 $a This dissertation investigated the effects of multimedia annotation on L2 vocabulary learning and reading comprehension. The overarching objective of this study was to compare the effects of text-picture annotation and audio-picture annotation on L2 vocabulary immediate recall and reading comprehension. This study also sought to examine the different effects under incidental and intentional learning conditions.
520 $a The participants were 78 intermediate adult ESL learners from three universities in northwest U.S. The participants read an Internet-based English text. Twenty target words, annotated in either text-picture or audio-picture, were embedded in the reading text. The participants accessed the annotations by clicking on the highlighted target words. Two instruments were used for measuring vocabulary immediate recall: Vocabulary Knowledge Scale and Word Recognition Test. Two measurements were used to assess reading comprehension: Multiple-choice Reading Comprehension Questions and L1 Written Recall.
520 $a In term of annotation types, the results indicated that the audio-picture annotation group did significantly better than the text-picture group in L2 vocabulary immediate recall. However, there was no significantly different effect between the two annotations on L2 reading comprehension. In terms of learning conditions, the intentional learning condition resulted in significantly better performance in L2 vocabulary immediate recall than the incidental learning condition. However, the incidental learning condition resulted in significantly better L2 reading comprehension than the intentional learning condition only in the Written Recall measure, but not in the multiple-choice Reading Comprehension Test. In terms of interaction between annotation type and learning condition, there was not interaction between annotation type and learning condition on L2 vocabulary immediate recall. The interaction between annotation type and learning condition on L2 reading comprehension was not significant in multiple-choice Reading Comprehension Text. However, the interaction was found to be significant in Written Recall: in the incidental learning condition, the difference between text-picture annotation and audio-picture annotation was not significant; in the intentional learning condition, participants in text-picture did significantly better than those in audio-picture on Written Recall.
590 $a School code: 0206.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Technology. $3 1017498
650 4 $a Language, Linguistics. $3 1018079
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690 $a 0710
710 2 0 $a University of South Florida. $3 1020446
773 0 $t Dissertation Abstracts International $g 68-01A.
790 $a 0206
790 1 0 $a Erben, Tony, $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3248264