THE EFFECTS OF MULTIMEDIA ANNOTATIONS ON IRANIAN EFL LEARNERS’ L2 VOCABULARY LEARNING

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AHANGARI SAEIDEH; ABDOLLAHPOUR ZEINAB

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Journal: THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE Year:2010 | Volume:3 | Issue:6 Page(s): 1-18

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Title

THE EFFECTS OF MULTIMEDIA ANNOTATIONS ON IRANIAN EFL LEARNERS’ L2 VOCABULARY LEARNING

Author(s)

AHANGARI SAEIDEH | ABDOLLAHPOUR ZEINAB | Issue Writer Certificate

Keywords

ANNOTATION/GLOSSQ3

MULTIMEDIA ANNOTATIONQ3

MULTIMEDIAQ3

PICTURE ANNOTATION (STILL PICTURES)Q2

VIDEO ANNOTATION (DYNAMIC PICTURES)Q2

Abstract

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 ANNOTATION/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank"> MULTIMEDIA ANNOTATIONs promotes language learners’ vocabulary acquisition. Therefore, this study set out to investigate the effects of different MULTIMEDIA ANNOTATION/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank"> 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 ANNOTATION/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank"> MULTIMEDIA ANNOTATIONs resulted in a significant difference in the participants’ vocabulary learning. Based on the results of the present study, MULTIMEDIA ANNOTATION/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank"> MULTIMEDIA ANNOTATIONs are suggested as a vocabulary teaching strategy.

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APA: Copy

AHANGARI, SAEIDEH, & ABDOLLAHPOUR, ZEINAB. (2010). THE EFFECTS OF MULTIMEDIA ANNOTATIONS ON IRANIAN EFL LEARNERS’ L2 VOCABULARY LEARNING. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, 3(6), 1-18. SID. https://sid.ir/paper/181340/en

Vancouver: Copy

AHANGARI SAEIDEH, ABDOLLAHPOUR ZEINAB. THE EFFECTS OF MULTIMEDIA ANNOTATIONS ON IRANIAN EFL LEARNERS’ L2 VOCABULARY LEARNING. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE[Internet]. 2010;3(6):1-18. Available from: https://sid.ir/paper/181340/en

IEEE: Copy

SAEIDEH AHANGARI, and ZEINAB ABDOLLAHPOUR, “THE EFFECTS OF MULTIMEDIA ANNOTATIONS ON IRANIAN EFL LEARNERS’ L2 VOCABULARY LEARNING,” THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, vol. 3, no. 6, pp. 1–18, 2010, [Online]. Available: https://sid.ir/paper/181340/en

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