The Effects Of Multimedia Annotations On Vocabulary Learning In Expository Texts By Universiti Sains Malaysia (Usm) Science Students
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Date
2004-06
Authors
Leong, Lai Mei
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Abstract
This study looked at the effects of multimedia annotations on the learning of
vocabulary items in expository texts. One hundred and nine (l09) Science students
from Universiti ..sains Malaysia read two expository texts, which have been annotated,
on the computer. The annotations were of the multimedia mode and the text-only
mode.
The research was a within-subjects design with the two presentation modes of
annotations (multimedia and text-only) as the independent variables. The moderator
variables were the learners' learning preference (visualizer and verbalizer), English
proficiency level (average and low), and gender. The dependent variable was the
vocabulary learning gain score of the learners in a test. The learners' attitudes towards
multimedia were examined in relation to their vocabulary learning gain scores and also
in relation to their gender.
Learners obtained a significantly higher gain score in vocabulary test items that
were annotated in the multimedia mode in the reading text compared to those annotated
in the text-only mode. The vocabulary learning gain scores of visualizers and
verbalizers were not significantly different when they read texts with lexical item
annotations. Similarly, no significant interaction effect was found between the
learners' learning preference and the presentation mode of annotations on the learners'
vocabulary learning gain scores. The difference in the vocabulary learning gain scores
between learners of average and those of low English proficiency level when they read
texts with lexical item annotations was not significant. There was also no significant
interaction effect observed between the learners' English proficiency level and the
presentation mode of annotations. The vocabulary learning gain scores between males
and females when they read texts with lexical item annotations were not significantly
different. No significant interaction effect was detected between the learners' gender
and the presentation modes of annotations either. No significant correlation was found
between the learners' attitudes towards multimedia and their vocabulary learning gain
scores. Likewise, no significant correlation was found between the learners' attitudes
towards multimedia and their gender.
This study concluded that multimedia annotations had positive effects in
vocabulary learning in expository texts, irrespective of the learners' learning
preference, English proficiency level, and gender. In addition, the learners' attitudes
towards multimedia did not have any significant correlation with their vocabulary
learning gain scores and with their gender.
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Keywords
The effects of multimedia annotations on the learning of , vocabulary items in expository texts