Hypermedia annotation presentation: The effect of location and type on the EFL learners’ achievement in reading comprehension and vocabulary acquisition

AbuSeileek, Ali Farhan

doi:10.1016/j.compedu.2011.01.011

Cited by 63 publications

(74 citation statements)

References 12 publications

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“…According to the results, in-text glosses, when compared with marginal ones, were more effective in enhancing reading comprehension. This finding is in tune with those obtained by AbuSeileek (2011) andChen (2016) who reported the superiority of in-text glosses. The finding is, however, in contrast with Chen and Yen's (2013) report of in-text as the least beneficial gloss presentation format in their study.…”

Section: Discussionsupporting

confidence: 80%

“…With technological advancements, the use of computer glosses has increased in recent years. In particular, gloss presentation format has, accordingly, received special, renewed attention (e.g., AbuSeileek, 2008AbuSeileek, , 2011Chen, 2016;Chen & Yen, 2013). For example, AbuSeileek (2011) reported in-text glosses (or what he called "after glossed word" glosses) as the most effective gloss presentation format in enhancing reading comprehen-sion in comparison with glosses appearing in the margin or at the bottom of the screen.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This license does not permit you to use this material for commercial purposes. AbuSeileek, 2011;Chen, 2016;Chen & Yen, 2013;Cheng & Good, 2009). Such research has shown that the way a gloss is presented on screen or page and its position relative to the respective unknown target word can influence readers' performance on measures of reading comprehension and/or vocabulary learning.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Computerized Gloss Presentation Format on Reading Comprehension: A Cognitive Load Perspective

2016

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In recent years, gloss presentation format or the location where a gloss appears with respect to its related target word has received renewed attention. Research suggested that different gloss presentation formats could have differential effects on reading comprehension and/or vocabulary learning. This study hypothesized that the effectiveness of different computerized gloss presentation formats in reading comprehension could be explained by drawing on the split-attention effect within the framework of cognitive load theory. The effect predicts that when two related sources of information are physically separated (e.g., a target word and the respective gloss), cognitive resources are unnecessarily wasted, and learning is hindered. To test this hypothesis, 39 Persianspeaking L2 learners of English were divided into two experimental conditions, each being exposed to a text enhanced with either in-text or marginal glosses. Two measures of reading comprehension and three measures of cognitive load were employed. The participants' initial differences in terms of grammatical knowledge and vocabulary size were balanced out, and their lookup behavior was also tracked. The results revealed that the participants with access to in-text glosses, compared with those with marginal glosses, experienced lower levels of cognitive load due to the elimination of split-attention and, accordingly, performed better on the reading comprehension measures. Given the participants' L2 proficiency level, the findings suggested that a text enhanced with in-text glosses tends to be instructionally more efficient.

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Section: Discussionsupporting

confidence: 80%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of Computerized Gloss Presentation Format on Reading Comprehension: A Cognitive Load Perspective

2016

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“…An electronic dictionary does not guarantee reading comprehension, as reading requires higher-level processing (e.g., syntactic and discourse analyses) as well as lower-level processing (e.g., word identification and lexical meaning access) (e.g., Alderson, 2000;Koda, 1994). However, there is cumulative evidence suggesting that e-glossing facilitates lower-level processing and enhances vocabulary learning and authentic text reading (e.g., AbuSeileek, 2011;Lomicka, 1998). There are plentiful studies on electronic dictionaries for learning English, but those for learning Japanese are still scarce.…”

Section: Introductionmentioning

confidence: 99%

Usage and efficacy of electronic dictionaries for a language without word boundaries

Toyoda

2016

eurocall

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There is cumulative evidence suggesting that hyper-glossing facilitates lower-level processing and enhances reading comprehension. There are plentiful studies on electronic dictionaries for English. However, research on e-dictionaries for languages with no boundaries between words is still scarce. The main aim for the current study is to investigate the usage and efficacy of e-dictionaries for Japanese language learners. This article reports the results of two studies concerning e-dictionaries: a survey study investigating the use of e-dictionaries (with a particular focus on e-glossaries that change a digital text into a hypertext) by L2 learners of Japanese, and a comparative study examining existing e-glossaries to evaluate whether they provide the optimal level of support for reading Japanese e-texts. The results of the survey showed that learners have their preferred e-dictionaries (in most cases, e-word dictionaries in which the user can look up individual words), and that few learners are aware of the existence of e-glossaries. The results of further study revealed that existing e-glossaries have various functions, but lack some requisite information crucial to the target language. This study suggests that technical issues revolving around the lack of spaces between words may be a reason for the lag in usage and efficacy of e-glossaries for languages without word boundaries.

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“…This result suggests that examinees should focus on reviewing the proposed VLPM vocabulary list in preparation for their college entrance examinations, as shown in Table 15 and Table 16. (1) , E&J (1) -TbT (0) -PCEECT (1) , and E&J (0) -TbT (1) -PCEECT (1) were used to predict the words on the 11 th -year English examination. A total of 3,159 words were deemed essential and showed a high hit ratio.…”

Section: Prioritized Vocabulary In the Vlpm For Future Examinationsmentioning

confidence: 99%

Constructing a Text-Mining Based English Vocabulary Learning List - A Case Study of College Entrance Examination in Taiwan

Tu¹,

Lin²,

Chan³

2016

IJDKP

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Hypermedia annotation presentation: The effect of location and type on the EFL learners’ achievement in reading comprehension and vocabulary acquisition

Cited by 63 publications

References 12 publications

Effect of Computerized Gloss Presentation Format on Reading Comprehension: A Cognitive Load Perspective

Effect of Computerized Gloss Presentation Format on Reading Comprehension: A Cognitive Load Perspective

Usage and efficacy of electronic dictionaries for a language without word boundaries

Constructing a Text-Mining Based English Vocabulary Learning List - A Case Study of College Entrance Examination in Taiwan

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