The Effect of multimedia glosses on L2 reading comprehension and vocabulary production

Zarei, Abbas Ali; Mahmoodzadeh, Pershang

doi:10.17722/jell.v1i1.6

Cited by 12 publications

(12 citation statements)

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“…The insignificant effect of glosses on text recall contrasts with the findings of previous studies which have demonstrated the beneficial effects of multimedia glosses both on reading comprehension (e.g., Chun, 2001; Chun & Plass, 1996a, 1996b; Leffa, 1992; Lomicka, 1998; Plass et al ., 1998; Taylor, 2006; Yanguas, 2009) and listening comprehension (e.g., Jones, 2004, 2006; Jones & Plass, 2002; Plass & Jones, 2005). On the other hand, the findings concur with a number of studies that found no effects of glosses on text recall after reading (Ariew & Erçetin, 2004; Gasigijtamrong, 2013; Jacobs, Dufon & Fong, 1994; Joyce, 1997; Zarei & Mahmoodzadeh, 2014) or listening (Cottam, 2010).…”

Section: Discussionsupporting

confidence: 89%

“…Finally, the mobile environment itself may be a factor in failing to observe facilitative effects of multimedia glosses on text recall. Given the relative novelty of MALL, the students might not have acclimated to this new environment of L2 listening with gloss lookups available simultaneously (Zarei & Mahmoodzadeh, 2014), though the interface was easy to use and perceived to be user-friendly by the students. When the students were asked how they found the application after completing the tasks, the majority of them stated that it was “toy like” and “practical to check the meaning of the words”.…”

Section: Discussionmentioning

confidence: 99%

“…As such, the purpose of the current study is to test the applicability of the multimedia principle of the GTML in a mobile learning environment where L2 learners were exposed to multimedia glosses as they completed a listening task through mobile phones. The study incorporated a listening task not only because the majority of available studies in computer-based environments focused on reading comprehension (e.g., Chun & Plass, 1996b; Plass, Chun, Mayer & Leutner, 1998; Şakar & Erçetin, 2005, Türk & Erçetin, 2014; Yeh & Wang, 2003; Yun, 2011; Zarei & Mahmoodzadeh, 2014) and there was a call for more in-depth research into listening comprehension (Brett, 1995, 1997; Hoven, 1999; Jones & Plass, 2002; Meskill, 1996) but also because listening is a more suitable skill in a mobile learning environment compared to reading which poses a special challenge with small screens.…”

Section: Introductionmentioning

confidence: 99%

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Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening

Çakmak

Erçetin

2017

ReCALL

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This study investigates the effects of multimedia glosses on text recall and incidental vocabulary learning in a mobile-assisted L2 listening task. A total of 88 participants with a low level of proficiency in English were randomly assigned to one of four conditions that involved single channel (textual-only, pictorial-only) and dual-channel (textual-plus-pictorial) glosses as well as a control condition where no glosses were provided. The participants listened to a story through their mobile phones and were engaged in an immediate free recall task and unannounced vocabulary tests after listening. The findings indicated that access to glosses facilitated recognition and production of vocabulary with the type of gloss having no effect. On the other hand, glosses had no effect on text recall.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening

Çakmak

Erçetin

2017

ReCALL

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“…The students in the experimental group performed better than those in the control group in terms of vocabulary. The result is in line with those reached by Alijanian (2012), Khan, Javaid and Farooq (2015), Tiantong and Teemuangsai (2013) Zarei (2012) that showed that there was a significant difference between the students using cooperative learning strategy and those using the traditional method. Table 2 above showed a significant difference between the means scores of the experimental group on the pre-test and that of the same group on the post-test.…”

Section: Discussionsupporting

confidence: 90%

“…The results of the present study are consistent with previous studies Alijanian (2012), Marzban and Alinejad (2014), Khan, Javaid and Farooq (2015), Pan and Wu (2013), Tiantong and Teemuangsai (2013), Wang (2012), andZarei (2012). All these studies concluded that CL had positive effects on students' achievement.…”

supporting

confidence: 93%

An Experimental Study of the Effect of Student Teams Achievement Divisions (STAD) on Vocabulary Learning of EFL Adult Learners

2017

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Abstract;Student Teams Achievement Divisions (STAD) has been considered as an important cooperative learning strategy in progressive pedagogy. A number of studies have supported the use of STAD in different subject areas and in different socio-cultural contexts. However, it is still an underresearched area in countries like Saudi Arabia where English is taught as a Foreign Language. This quasi-experimental study was conducted in Unaizah Community College, Saudi Arabia. Both the experimental group and the control group were tested on 2000-word vocabulary test. A vocabulary test was prepared and administered by the researchers at the beginning of the experiment as a pre-test. The experimental group was taught with Student Teams Achievement Divisions (STAD) strategy whereas the control group was taught with traditional whole-class instruction method. The treatment was carried out for two weeks. At the end of the experiment, the same vocabulary test was re-administered as a post-test. Independent samples t-test was used to analyze the data using SPSS 21. Results showed that there was a significant difference between the experimental group and the control group in favor of the experimental group (p= 0.002 < 0.05).

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Efficacy of Multimodal Glossing on Second Language Vocabulary Learning: A Meta‐analysis

2020

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This meta‐analysis examined the effectiveness of an additional gloss mode in single versus dual and dual versus triple glossing on second language (L2) learners’ word learning. In total, 22 studies, providing 26 independent effect sizes, were coded, and 11 moderator variables including quality of data sample, learner variables, gloss features, text features, and methodological features were examined. The results show that the overall effect of an additional gloss mode was medium (g = 0.46) for immediate posttests and small (g = 0.28) for delayed posttests. However, analyses of moderator variables indicated that the effect of additional gloss modes is influenced by a range of variables related to learner (e.g., proficiency), gloss (e.g., language), text (e.g., narrative vs. expository), and research design (e.g., test format). Importantly, adding an additional mode to single textual gloss enhances vocabulary learning, whereas adding a mode to dual glossing does not result in significantly better vocabulary learning. The findings suggest that using more than two gloss modes is not necessary because it does not always lead to better learning of new words.

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The Effect of multimedia glosses on L2 reading comprehension and vocabulary production

Cited by 12 publications

References 0 publications

Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening

Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening

An Experimental Study of the Effect of Student Teams Achievement Divisions (STAD) on Vocabulary Learning of EFL Adult Learners

Efficacy of Multimodal Glossing on Second Language Vocabulary Learning: A Meta‐analysis

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