The effects of multimedia annotations via PDA on EFL learners' vocabulary learning

Chih Cheng Lin, Hsien-Sheng Hsiao

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Citations (Scopus)

Abstract

The purpose of the study is to investigate the effects of different combined annotations with first and second languages for verbal annotations and pictures and animation for visual annotations. It was administered on PDAs to further confirm whether the results are in agreement with those implemented on the desktop. According to the assigned annotation type, four classes of 121 senior high school freshmen in central Taiwan read 4 passages, each of which had 5 target English verbs, annotated in the following ways: L1 definition-plus-graphics, L1 definition-plus-animation, L2 definition-plus- graphics, and L2 definition-plus-animation. These participants took an immediate posttest after reading each and a delayed parallel posttest one month after the experiment. Two-way ANOVA analyses indicated no significant differences between the definition languages but significant differences between the visual aids, with animation more effective; besides, no interaction effects were observed. The findings of definition languages were in line with the previous studies', and this study offered evidence from younger adults and lower proficient English learners. The performance for animation over pictures supported the argument that dynamic animation is designed to illustrate concepts of changes and processes such as English verbs. Directions for future research and suggestions for language practitioners are also discussed.

Original languageEnglish
Title of host publicationProceedings of the 19th International Conference on Computers in Education, ICCE 2011
Pages579-586
Number of pages8
Publication statusPublished - 2011 Dec 1
Event19th International Conference on Computers in Education, ICCE 2011 - Chiang Mai, Thailand
Duration: 2011 Nov 282011 Dec 2

Publication series

NameProceedings of the 19th International Conference on Computers in Education, ICCE 2011

Other

Other19th International Conference on Computers in Education, ICCE 2011
CountryThailand
CityChiang Mai
Period11/11/2811/12/2

Fingerprint

multimedia
vocabulary
learning
language
young adult
Taiwan
experiment
interaction
school
performance
evidence

Keywords

  • Mobile-learning
  • Multimedia annotations
  • PDA
  • Vocabulary learning

ASJC Scopus subject areas

  • Education

Cite this

Lin, C. C., & Hsiao, H-S. (2011). The effects of multimedia annotations via PDA on EFL learners' vocabulary learning. In Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 (pp. 579-586). (Proceedings of the 19th International Conference on Computers in Education, ICCE 2011).

The effects of multimedia annotations via PDA on EFL learners' vocabulary learning. / Lin, Chih Cheng; Hsiao, Hsien-Sheng.

Proceedings of the 19th International Conference on Computers in Education, ICCE 2011. 2011. p. 579-586 (Proceedings of the 19th International Conference on Computers in Education, ICCE 2011).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Lin, CC & Hsiao, H-S 2011, The effects of multimedia annotations via PDA on EFL learners' vocabulary learning. in Proceedings of the 19th International Conference on Computers in Education, ICCE 2011. Proceedings of the 19th International Conference on Computers in Education, ICCE 2011, pp. 579-586, 19th International Conference on Computers in Education, ICCE 2011, Chiang Mai, Thailand, 11/11/28.
Lin CC, Hsiao H-S. The effects of multimedia annotations via PDA on EFL learners' vocabulary learning. In Proceedings of the 19th International Conference on Computers in Education, ICCE 2011. 2011. p. 579-586. (Proceedings of the 19th International Conference on Computers in Education, ICCE 2011).
Lin, Chih Cheng ; Hsiao, Hsien-Sheng. / The effects of multimedia annotations via PDA on EFL learners' vocabulary learning. Proceedings of the 19th International Conference on Computers in Education, ICCE 2011. 2011. pp. 579-586 (Proceedings of the 19th International Conference on Computers in Education, ICCE 2011).
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