A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature

Mohsen, Mohammed Ali; Balakumar, M.

doi:10.1017/s095834401100005x

Cited by 57 publications

(37 citation statements)

References 39 publications

(81 reference statements)

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“…This extends work by Gee (), who noted that players develop an understanding of a game's rules experientially and to the extent that they make use of various semiotic resources. This finding suggests that the embodied context of gameplay and the embeddedness of in‐game discourse in this context scaffold game‐based FL use and practice (Ibrahim, ) and is consistent with several studies in the field of multimedia glossing, which demonstrated that contextualized FL input, especially through multimodal representation, can support FL practice and learning (Hsu, Hwang, Chang, & Chang, ; Kim, ; Koolstra & Beentjes, ; Mohsen & Balakumar, ). The finding further explains the potential impact of stand‐alone gameplay on FL development (e.g., Chik, ; Ranalli, ; Ryu, ).…”

Section: Discussionsupporting

confidence: 86%

Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics

Ibrahim

2019

Foreign Language Annals

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Video/digital games have grown into a mainstream language‐mediated activity that attracts millions of foreign language (FL) learners worldwide. While empirical studies have demonstrated that digital game‐based interactions offer valuable opportunities for FL practice and learning (e.g., Sundqvist & Wikström, 2015), little is known about the specific dynamics of FL use that facilitate FL learning. The present exploratory case study examined three Arabic learners’ game‐based FL use when playing the Arabic simulation‐management video game Baalty. The study was framed by an ecological approach to FL learning, and data were collected through gaming journals, interviews, observations, and think‐aloud protocol. Findings revealed that a number of specific dynamics including engagement, active FL use, and embodied meaning motivated, promoted, and scaffolded FL practice in the course of gameplay. Pedagogical and research implications are discussed.

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Section: Discussionsupporting

confidence: 86%

Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics

Ibrahim

2019

Foreign Language Annals

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“…As text-based glosses are more easily implemented and less intrusive to the comprehension processes in reading or listening than multimedia ones (Mohsen & Balakumar, 2011) and thus are commonly available and accessible in websites, the current study focuses on different gloss languages and an under-represented learner group -junior high-school EFL students. As text-based glosses are more easily implemented and less intrusive to the comprehension processes in reading or listening than multimedia ones (Mohsen & Balakumar, 2011) and thus are commonly available and accessible in websites, the current study focuses on different gloss languages and an under-represented learner group -junior high-school EFL students.…”

Section: Literature Reviewmentioning

confidence: 99%

The effects of L1 and L2 e-glosses on incidental vocabulary learning of junior high-school English students

Vongpumivitch

Chang

et al. 2014

ReCALL

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While researchers have examined the effectiveness of various online gloss types on incidental L2 vocabulary learning, little research on online gloss languages has been conducted. Previous attempts which compared the effects of L1 and L2 glosses have reported mixed results. To fill the gaps, this study examined the effectiveness of Chinese and English e-glosses on incidental English vocabulary learning on a less-researched student group in CALL -junior high-school English-as-a-foreign-language (EFL) students. Seventy-eight students with Chinese as their first language read two online passages with either Chinese (L1) or English (L2) glosses. They were divided into four treatment groups: (1) high-proficiency students receiving L1 gloss before L2 gloss (n 5 19), (2) high-proficiency students receiving L2 gloss before L1 gloss (n 5 19), (3) low-proficiency students receiving L1 gloss before L2 gloss (n 5 20), and (4) lowproficiency students receiving L2 gloss before L1 gloss (n 5 20). After reading, the students were assessed with a vocabulary test which contained a definition-supply part and a cloze part serving as both post-tests and delayed post-tests. Repeated-measures analyses of variance were utilized to analyze the score data. Significant differences were found not only among the four groups but also between the two post-tests. Overall the high proficiency groups performed better in the post-tests, but the high proficiency group who received English glosses remembered more words in the delayed post-test than the high proficiency group who received Chinese glosses. The results show that as learners' proficiency increases, they may be able to make better use of the L2 conceptual links for word retention and learning. The conclusions support the usefulness of both Chinese and English e-glosses which should be selected based on learners' proficiency level.

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“…In addition, empirical studies had further investigated which types of annotations or combinations was the most effective in facilitating L2 learners' incidental vocabulary learning and text recall (see Mohsen & Balakumar, 2011;Xu 2011). The first aspect investigates which language (L1 or L2) of definition annotations better helps L2 readers learn new words and comprehend the text.…”

Section: Review Of Literaturementioning

confidence: 99%

Effects of Multimedia Annotations on Thai EFL Readers’ Words and Text Recall

Gasigijtamrong¹

2013

ELT

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This study aimed to investigate the effects of using multimedia annotations on EFL readers' word recall and text recall and to explore which type of multimedia annotations -L1 meaning, L2 meaning, sound, and imagewould have a better effect on their recall of new words and text comprehension. The participants were 78 students who enrolled in an Intermediate EFL course at a university in the north of Thailand. Five instrumentsa questionnaire, a vocabulary pre-test, a computerized log-file, and two posttests: a vocabulary test and a text recall test -were used to collect data. First, the participants responded to the questionnaire and the pre-test in the classroom. One week later, they read a hypertext equipped with multimedia annotations in the computer laboratory while the log files recorded their selections of words and annotations. Immediately after that, they answered the two post-tests. Three weeks later, a vocabulary test was given to the participants again without informing in advanced. The results revealed that (1) accessing multimedia annotations led to significantly greater vocabulary recall (42%) among Thai EFL learners; (2) their retention lasted at least three weeks after being exposed to the multimedia-annotated text; (3) they recalled words with images significantly better than those with no images; (4) they recalled about 31% of the text with multimedia annotations; and (5) no significant difference was found regarding the effects of using different types of multimedia annotations on learners' word recall and text recall when compared between learners.

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A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature

Cited by 57 publications

References 39 publications

Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics

Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics

The effects of L1 and L2 e-glosses on incidental vocabulary learning of junior high-school English students

Effects of Multimedia Annotations on Thai EFL Readers’ Words and Text Recall

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