Glosses, Spatial Intelligence, and L2 Vocabulary Learning in Multimedia Context

Afsar Rouhi, Hassan Mohebbi

Abstract


Abstract

L2 research has consistently shown that providing glosses enhances L2 vocabulary learning. This paper reports on a study that examined the effect of pictorial, pictorial + sound, and video glosses on L2 vocabulary learning in multimedia context. More specifically, we investigated whether learners’ high spatial intelligence ability has any effect on their ability to take advantage of multimedia glosses in L2 vocabulary learning. Sixty two Azari-Turkish pre-university students were randomly assigned to three experimental groups and a control group. The experimental groups read the reading sections of three units of their textbook for six sessions using Scaffoglossing software and consulted one of the glosses, i.e., pictorial, pictorial + sound, or video glosses. All groups took a Persian equivalent test, a multiple-choice test, and a sentence completion test once as the immediate posttest and 25 days later as the delayed posttest. Data analyses revealed the positive effect of multimedia glosses on L2 vocabulary learning. However, there was no significant difference between the participating experimental groups. Contrary to our expectations, no significant difference was observed between the high and low spatial ability groups. The findings and implications of the findings are discussed in detail.  

     Keywords: multimedia glosses, spatial intelligence, cognitive theory of multimedia learning, involvement load hypothesis


Full Text:

PDF

References


References

Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3), 199–226.

Akbari, R., & Hosseini, K. (2008). Multiple intelligences and language learning strategies: Investigating possible relations. System, 36, 141–155.

Akbulut, Y. (2007). Effects of multimedia annotations on incidental vocabulary

learning and reading comprehension of advanced learners of English as a foreign language. Instructional Science, 35, 499–517.

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202–232.

Al-Seghayer, K. (2003). Technological and pedagogical considerations for a more

effective electronic glossary. The Reading Matrix, 3(1), 1–15.

Ariew, R., & Ercetin, G. (2004). Exploring the potential of hypermedia annotations for second language reading. Computer Assisted Language Learning, 17(2), 237–259.

Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandria, Virginia: ASCD.

Birjandi, P., Mir Hassani, A., Anani Sarab, M. R., & Samimi, D. (2010). Learning to read English for pre-university students. Tehran: Publishing Company of Iranian Textbooks.

Bloch, J. (2009). The design of an online concordancing program for teaching about reporting verbs. Language Learning & Technology, 13(1), 59–78.

Chun, D. M., & Plass, J. L. (1996a). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183–198.

Chun, D. M., & Plass, J. L. (1996b). Facilitating reading comprehension with multimedia. System, 24(4), 503–519.

Gettys, S., Imhof, L. A., & Kautz, J. O. (2001). Computer-assisted reading: The effects of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34, 91–106.

Guichon, N., & McLornan, S. (2008). The effects of multimodality on L2 learners: Implications for CALL resource design. System, 36, 85–93.

Gyselinck, V., Jamet, E., & Dubois, V. (2008). The role of working memory components in multimedia comprehension. Applied Cognitive Psychology, 22, 353–374.

Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539–558.

Kalyuga, S. (2009). Managing cognitive load in adaptive multimedia learning. New York: Information Science Reference.

Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114–126.

Kim, I. S. (2009). The relevance of multiple intelligences to CALL instruction. The Reading Matrix, 9(1), 1–21.

Ko, M. H. (2012). Glossing and second language vocabulary learning. TESOL Quarterly, 46, 56–79.

Kost, C. R., Foss, P., & Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32(1), 89–97.

Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis. Applied Linguistics, 29(4), 697–716.

Lenders, O. (2008). Electronic glossing-is it worth the effort? Computer Assisted Language Learning, 21(5), 457–481.

Lin, H., & Chen, T. (2007). Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment. Language Learning & Technology, 11(3), 83–106.

Liu, T., Kinshuk, Lin, Y., & Wang, S. (2012). Can verbalizers learn as well as

visualizers in simulation-based CAL with predominantly visual representations? Preliminary evidence from a pilot study. British Journal of Educational Technology. 43(6), 965–980.

Low, R., & Sweller, J. (2005). The modality principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 147–158). New York: Cambridge University Press.

McKenzie, W. (1999). Multiple intelligences inventory. Retrieved from

http://surfaquarium.com/MI/inventory.htm/

Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). New York: Cambridge University Press.

Mayer, R. E., & Moreno, R. (2002a). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107–119.

Mayer, R. E., & Moreno, R. (2002b). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87–99.

Nagata, N. (1999). The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 32, 469–479.

O’Donnell, M. E. (2013). Second language learners’ use of marginal glosses. Foreign Language Annals, 45(4), 543–563.

Plass, J. L., Kalyuga, S., & Leutner, D. (2010). Individual differences and cognitive load theory. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive load theory (pp. 65–87). New York: Cambridge University Press.

Rouhi, A., & Mohebbi, H. (2012). The effect of computer assisted L1 and L2 glosses on L2 vocabulary learning. The Journal of Asia TEFL, 9(2), 1–19.

Sakar, A., & Ercetin, G. (2005). Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted Learning, 21, 28–38.

Shahrokni, S. A. (2009). Second language incidental vocabulary learning: The effect of online textual, pictorial, and textual pictorial glosses. TESL-EJ, 13(3), 1–17.

Sweller, J. (2005). The redundancy principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 159–168). New York: Cambridge University Press.

Tight, D. G. (2010). Perceptual learning style matching and L2 vocabulary acquisition. Language Learning, 60(4), 792–833.

Turk, E., & Ercetin, G. (in press). Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning. Computer Assisted Language Learning. Retrieved from http:// www.tandfonline.com/action/showAxaArticles.

Wallen, E., Plass, J. L., & Brunken, R. (2005). The function of annotations in the comprehension of scientific texts: Cognitive load effects and the impact of verbal ability. Educational Technology Research and Development, 53(3), 59–72.

Yang, X., Yu, S., & Sun, Z. (2013). The effect of collaborative annotation on Chinese reading

level in primary schools in China. British Journal of Educational Technology, 44(1), 95–111.

Yanguas, I. (2009). Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Language Learning & Technology, 13(2), 48–67.

Yeh, Y., & Wang, C. W. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21(1), 131–144.

Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10, 85–101.

Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of text and picture annotation types. CALICO Journal, 20(1), 33–58.

Yun, J. (2011). The effects of hypertext glosses on L2 vocabulary acquisition: A meta-analysis. Computer Assisted Language Learning, 24(1), 39–58.


Refbacks



 

 

 

eISSN : 2550-2247

ISSN : 0128-5157