| Summary: | 碩士 === 中原大學 === 應用外語研究所 === 97 === ABSTRACT
Research on multimedia annotation has shown that computerized annotation has a beneficial effect on second language vocabulary acquisition. Unlike traditional definitions of words, multimedia annotations can provide different types of information, such as text, sounds, pictures, and videos. However, few studies have been conducted to directly examine the difference between the impact of still pictures and dynamic video clips on learning annotated words. Therefore, the purpose of this study was to investigate the effect of two types of multimedia modalities, video and picture annotations, on L2 vocabulary acquisition.
An experimental design was used in this study. One hundred and seventy-one participants from three intact classes were randomly assigned to three treatment conditions: printed text definition alone (the control group), printed text definition coupled with pictures (experimental picture group), and printed text definition coupled with videos (experimental video group). The experimental groups were introduced to a multimedia-learning program, designed by the researcher for reading comprehension. This program provided the readers with a narrative English text and an exposition English text with a total of 28 annotated words in the modalities of printed text, picture, and video, and all of which were designed to aid the learning of unknown words. To assess the learning outcomes of students in different treatment conditions, two types of vocabulary tests (a recognition test and a production test) were administered to the participants after they read the text. The tests were administered as the pretest, the immediate posttest and the delayed posttest.
One-way ANOVA results indicated that the experimental video group and the experimental picture group significantly outperformed the control group on the immediate posttest and the delayed posttest. Moreover, the experimental video group performed significantly better than did the experimental picture group on the immediate posttest and the delayed posttest. It was concluded that multimedia annotation was fruitful for L2 vocabulary acquisition.
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