Effects of Visible and Invisible Hyperlinks on Vocabulary Acquisition and Reading Comprehension for High- and Average-Foreign Language Achievers

Abstract

This study investigated the effects of visible and invisible links for annotated words in a computer module for learning French on the vocabulary acquisition and reading comprehension of two types of students – high – and average-achievers. Two hundred and sixty four second-semester students of French were identified as high- or average-achievers. Each type of students was then randomly assigned to two groups – with visible or invisible hyperlinks. All students were instructed to read a short passage in French (181 words) for general comprehension and allowed to consult the annotated words (made visible by bold face for the visible links group) as much as they needed. The students took a vocabulary pretest and an immediate and delayed (two weeks) vocabulary and reading comprehension posttest. The results of the study showed that average- achievers benefited more from the visible links for vocabulary acquisition and reading comprehension than high-achievers. The results are discussed in light of second language acquisition and gifted-student theories and suggestions for future research are made

The effects of hypertext glosses on L2 vocabulary acquisition: a meta-analysis

“…A number of reading researchers have emphasized that vocabulary learning is a key factor to develop reading comprehension; vocabulary learning has been actively researched over the past decades (Chun, 2006;Grabe, 1991;Leloup and Ponterio, 2003;Nikolova, 2004). Grabe (1991) argued that "virtually all L2 reading researchers agree that vocabulary development is a critical component of reading comprehension."…”

“…For this reason, there is a large body of literature that has reported the use of hypermedia or hypertext glosses in L2 computerized reading over the recent decades (Akbulut, 2007a;Ariew, 2006;Aust, Kelly, and Roby, 1993;Khan;Koyama, & Takeuchi, 2004;Lomicka, 1998;Martinez-Lage, 1997;Nagata, 1999;Nikolova, 2004;Robin, 2007;Rogers, 1995;Rogers, 2000;Salem, 2006;Salem, & Aust, 2007;Smidt, & Hegelheimer, 2004;. In this research, one finding is that major foreign and second languages such as French, Spanish, English, German, and Japanese have been extensively involved and employed for hypertext gloss studies at a university level; however, little is known at a K-12 level.…”

Effects of Using the Online Dictionary for Etymological Analysis on Vocabulary Development in EFL College Students

“…The Online Dictionary website can be harnessed to create hyperlinks to all the words in an e-text in order to provide an easily accessible, hyperlinked dictionary in a seamless, non-distracting manner; this can be especially helpful for learners in terms of efficacy and motivation for vocabulary learning. While prior research on glossing (hyperlinking) tested mainly its effect on comprehension and vocabulary acquisition retention (Dwight, 2003;Lomika, 1998;Nikolova, 2004) as well as reading avoidance (Vacca, 2006), very few studies investigated the efficacy of etymological analysis in improving vocabulary learning and attitudes towards vocabulary instruction (Hosseini, et al, 2012).…”

“…However, vocabulary strategy instruction research suggests that this approach can be most successful when incorporated into the regular classroom instruction (McDonough, 1999).Two important cognitive techniques used to improve the progress of vocabulary teaching and learning are glossing and hyperlinking which can aid foreign language learners to study and develop vocabulary and better achieve on reading comprehension tasks (Dwight, 2003;Lomika, 1998;Nikolova, 2004). Prior research indicates that providing links to electronic dictionaries or to glosses that explain new vocabulary in the target language allow for reading with less distraction and greater understanding and retention of new knowledge compared with the slower process of looking in paper-based reference tools (Solomon, 2002;Koponen, 2012).…”

“…Prior research indicates that providing links to electronic dictionaries or to glosses that explain new vocabulary in the target language allow for reading with less distraction and greater understanding and retention of new knowledge compared with the slower process of looking in paper-based reference tools (Solomon, 2002;Koponen, 2012). In addition, prior research indicates that glossing or hyperlinking to clarifying sources increases knowledge acquisition and retention (Dwight, 2003;Lomika, 1998;Nikolova, 2004).…”