Wang Shufang, Lee Chang In
Department of TESOL English Education, Pai Chai University, Daejeon, South Korea.
Front Psychol. 2021 Feb 4;11:602520. doi: 10.3389/fpsyg.2020.602520. eCollection 2020.
Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language (EFL) in four classes participated in the study and were exposed to one of the four conditions: (a) L2 definition only, (b) L2 definition coupled with audio, (c) L2 definition plus video, and (d) L2 definition with picture. Participants were asked to read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest-posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19.
本研究借鉴莫雷诺的媒体认知情感学习理论，旨在探究在计算机辅助语言学习（CALL）环境中，不同的多媒体注释对学习者词汇习得和阅读理解的有效性。共有160名在四个班级中将英语作为外语（EFL）学习的大学生参与了该研究，并被分为四种情况之一：（a）仅第二语言定义，（b）第二语言定义加音频，（c）第二语言定义加视频，以及（d）第二语言定义加图片。参与者被要求阅读八篇超媒体阅读文本。阅读理解和词汇习得通过前测-后测设计进行测量。结果首先表明，这四种情况都导致了学生词汇量的增加。更具体地说，能够获得第二语言定义加图片和加视频的参与者的得分显著高于其他两组，即第二语言定义加音频组和仅第二语言定义组。关于阅读理解，所有多媒体注释呈现方式都带来了更好的阅读理解，但在所有注释组之间未发现差异。问卷调查和访谈数据表明，学生更喜欢第二语言定义加视频和图片注释，其次是音频和仅第二语言定义。结果反映出多媒体注释呈现方式分别对学生的词汇习得和阅读理解产生了不同的影响。它们还为新冠疫情期间的学习提供了教学启示。
