چکیده:
In our modern technological world, Computer-Assisted
Language learning (CALL) is a new realm towards learning a
language in general, and learning L2 vocabulary in particular.
It is assumed that the use of multimedia annotations promotes
language learners’ vocabulary acquisition. Therefore, this study
set out to investigate the effects of different multimedia
annotations (still picture annotations, dynamic picture
annotations, and written annotations) on L2 vocabulary
learning. To fulfill this objective, the researchers selected sixty
four EFL learners as the participants of this study. The
participants were randomly assigned to one of the four groups:
a control group that received no annotations and three
experimental groups that received: still picture annotations,
dynamic picture annotations, and written annotations. Each
participant was required to take a pre-test. A vocabulary posttest
was also designed and administered to the participants in
order to assess the efficacy of each annotation. First for each
group a paired t-test was conducted between their pre and post
test scores in order to observe their improvement; then through
an ANCOVA test the performance of four groups was
compared. The results showed that using multimedia
annotations resulted in a significant difference in the
participants’ vocabulary learning. Based on the results of the
present study, multimedia annotations are suggested as a
vocabulary teaching strategy
خلاصه ماشینی:
"The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning Saeideh Ahangari 1 Zeinab Abdollahpour Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran Corresponding author.
Inspired by the above mentioned theoretical views and noticing the lack of such a study in Iranian EFL learning context the researchers intended to investigate the role of three different types of multimedia annotations in the improvement of Iranian EFL learners’ vocabulary knowledge.
Method This research followed a quasi-experimental design in order to investigate the effects of multimedia annotations (still picture annotations, dynamic picture annotations, and written annotations) on Iranian EFL learners' vocabulary learning.
Design This study investigated the effect of different types of multimedia annotations (still pictures, dynamic pictures and written annotations) on L2 vocabulary learning.
Results Having collected all data from the pre-test and post-test, the researchers employed SPSS for Windows (version 15-evaluation) to calculate the impact of different types of vocabulary teaching strategies: still pictures, dynamic pictures and written annotations on vocabulary learning.
The fourth research question investigated whether there were any significant differences among vocabulary instruction strategies (dynamic picture annotations, still picture annotations, and written annotations) in terms of promoting Iranian EFL learners' vocabulary learning.
Chun and Plass (1996) for example, in an experiment regarding the effectiveness of annotations with different media types for vocabulary learning found that recall of words learned with text + picture was significantly better than for those learned with text only or with text + video.
This study focused on this issue by comparing the effect of dynamic video, still pictures, and written annotations on the mastery of English language vocabulary by EFL learners."