Effects of Video-Based E-book Design and Presentation on L2 English Reading Comprehension

• Main Authors: Chen,Tzu-Hua, 陳紫樺
• Other Authors: Liu, Yeu-Ting
• Format: Others
• Language: en_US
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/22kcva

碩士 === 國立臺灣師範大學 === 英語學系 === 105 === This study investigates L2 English readers’ comprehension outcomes after they read a video-based e-book with different design and presentation. 81 L2 high-intermediate English learners were subjected to a self-paced reading task in which they read a video-based e-book with one of the four reading cues conditions: (1) video only; (2) video + L2 gloss; (3) video + L2 pictographic gloss; and (4) video + auditory gloss under either simultaneous (SM) or sequential (SQ) digital input presentation mode. A reading comprehension posttest was administered to measure the participants’ L2 reading comprehension, followed by a post-study interview with each participant. The comprehension test scores were analyzed quantitatively using two-way ANOVA (2×4). And the interview data were analyzed qualitatively. Quantitative results revealed that there was no significant interaction effect for reading cues and digital input presentation modes, suggesting that these two factors had a separate and significant effect on the participants’ reading comprehension. Regarding the separate effect of digital input presentation mode for L2 video-based e-books, the results showed that irrespective of the four types of reading cues conditions, the participants under the simultaneous digital input presentation mode significantly outperformed those assigned to read the e-book under the sequential digital input presentation mode. With respect to the effects of the reading cues, relative efficacy of the four types of reading cues on L2 reading comprehension were similar under the two digital input presentation modes. Specifically, under both the SM and SQ modes, the participants who read the video-based e-book with the “video only” design had comparable reading comprehension performance with those who read the e-book with the other three types of reading cues design. In addition, when compared the three macro- and micro-level reading cues combinations, it was found that the participants exhibited the best reading performance under the “video + L2 pictographic gloss” and the “videos + L2 gloss” conditions. And the participants’ performance under these two conditions was comparable. On the other hand, those assigned to read the e-book with the “video + L2 auditory gloss” design had the worst reading comprehension performance; their performance was significantly lower than those assigned to read under the “video + L2 pictographic gloss” and the “video + L2 gloss” conditions. Qualitative analysis of the post-study interview data generally confirmed the quantitative analysis of the reading comprehension test scores. The qualitative analysis revealed that 90 % of those who received the “video + L2 pictographic gloss” and “video + L2 gloss” treatments expressed positive views on the reading cues. And 80 % of the participants under the “video only” condition considered the reading cue to be beneficial to their comprehension. Nevertheless, only 30 % of those assigned to the “video + L2 auditory gloss” condition agreed that the reading cues were conducive to their reading comprehension. Based on both the quantitative and qualitative analyses, the relative efficacy of the four reading cues from the highest to the lowest was: “video + L2 pictographic gloss” = “video + L2 gloss” > “video only” > “video + L2 auditory gloss.” Finally, theoretical and pedagogical implications, along with directions for future research, are discussed.