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Multimedia Annotation: Comparability of Gloss Modalities and their Implications for Reading Comprehension | ||
Journal of English Language Teaching and Learning | ||
دوره 7، شماره 15، مرداد 2015، صفحه 1-41 اصل مقاله (1.09 M) | ||
نوع مقاله: Research Paper | ||
نویسندگان | ||
Hamed Babaie Shalmani* 1؛ Seyyed Ayatollah Razmjoo2 | ||
1Ph.D. Candidate of TEFL, Shiraz University | ||
2Department of Foreign Languages and Linguistics, College of Literature and Humanities, Shiraz University | ||
چکیده | ||
This study compared the effects of two annotation modalities on the reading comprehension of Iranian intermediate level EFL learners. The two experimental groups under study received treatment on 10 academic L2 reading passages under one of two conditions: One group received treatment on key words in the reading passages through a multimedia environment providing textual annotations. The second group received treatment under a similar environment but received compound glosses. The control group, however, received no treatment and was encouraged to use contextual guessing. The findings revealed that the experimental group who received treatment through compound glosses outperformed the other two groups on the comprehension test, and the group who used textual annotations obtained a higher mean on the posttest than the control group. One explanation is that compound glosses might help learners better decipher the meanings of key words in L2 passages, thus contributing to their deeper understanding of the texts. | ||
کلیدواژهها | ||
Compound gloss؛ Dual Coding Theory؛ Reading comprehension؛ Technology-Enhanced Language Learning؛ Vocabulary annotation | ||
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