A Study of Hypermedia Gloss: the Effects on EFL Learners’ Vocabulary Learning and Reading Comprehension

다국어 초록 (Multilingual Abstract)

The aim of the study is to examine the effectiveness of various multimedia glossing modes (e.g., L2 definition, L2 definition coupled with audio, L2 definition coupled with picture, L2 definition coupled with video) on EFL students’ vocabulary learning and reading comprehension in a CALL environment. It was conducted with four intact classes of 160 tertiary-level students who learnt English as a foreign language (EFL). The whole experiment lasted for one semester. Participants were asked to read eight hypermediated passages and each group was exposed to four different glossing modes, namely L2 definition only, L2 definition coupled with audio, L2 definition coupled with video animation, and L2 definition coupled with picture. Reading comprehension, as well as vocabulary acquisition, were assessed adopting a pretest-posttest design.
The results first showed that all these four conditions, including L2 definition, L2 definition coupled with audio, L2 definition coupled with picture, L2 definition coupled with video, led to students’ vocabulary gains. More specifically, participants who had access to L2 definition plus picture and L2 definition plus video achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Second, it was found that dual glossing modes, including L2 definition plus audio, L2 definition plus video, and L2 definition plus picture, were more effective than single L2 definition alone glossing mode for vocabulary learning. Moreover, the current study also showed that both visual glossing modes, such as L2 definition coupled with picture and L2 definition coupled with video, were found to be more effective than L2 definition plus audio and L2 definition only glossing modes on learners’ vocabulary acquisition. Next, since the effectiveness of audio glossing was largely ignored by some studies, the present study found that audio glosses were more meritorious than textual glosses. Therefore, it provided necessary data related to the effects of audio glossing presentation on vocabulary learning.
Regarding the effectiveness of multimedia glossing on EFL learners’ comprehension of the text, this research drew a conclusion that the provision of multimedia glossing modes, no matter L2 definition alone, L2 definition coupled with audio, L2 definition coupled with picture or L2 definition coupled with video, promoted EFL learners’ comprehension of the text. However, no differences were found among all the glossing groups.
The questionnaire and interview data indicated that students preferred L2 definition coupled with video and picture glosses, followed by L2 definition plus audio and L2 definition only glosses.
The results reflected that multimedia glossing presentation created a different effect on students’ vocabulary acquisition and reading comprehension, respectively.

다국어 초록 (Multilingual Abstract)

The aim of the study is to examine the effectiveness of various multimedia glossing modes (e.g., L2 definition, L2 definition coupled with audio, L2 definition coupled with picture, L2 definition coupled with video) on EFL students’ vocabulary learning and reading comprehension in a CALL environment. It was conducted with four intact classes of 160 tertiary-level students who learnt English as a foreign language (EFL). The whole experiment lasted for one semester. Participants were asked to read eight hypermediated passages and each group was exposed to four different glossing modes, namely L2 definition only, L2 definition coupled with audio, L2 definition coupled with video animation, and L2 definition coupled with picture. Reading comprehension, as well as vocabulary acquisition, were assessed adopting a pretest-posttest design.
The results first showed that all these four conditions, including L2 definition, L2 definition coupled with audio, L2 definition coupled with picture, L2 definition coupled with video, led to students’ vocabulary gains. More specifically, participants who had access to L2 definition plus picture and L2 definition plus video achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Second, it was found that dual glossing modes, including L2 definition plus audio, L2 definition plus video, and L2 definition plus picture, were more effective than single L2 definition alone glossing mode for vocabulary learning. Moreover, the current study also showed that both visual glossing modes, such as L2 definition coupled with picture and L2 definition coupled with video, were found to be more effective than L2 definition plus audio and L2 definition only glossing modes on learners’ vocabulary acquisition. Next, since the effectiveness of audio glossing was largely ignored by some studies, the present study found that audio glosses were more meritorious than textual glosses. Therefore, it provided necessary data related to the effects of audio glossing presentation on vocabulary learning.
Regarding the effectiveness of multimedia glossing on EFL learners’ comprehension of the text, this research drew a conclusion that the provision of multimedia glossing modes, no matter L2 definition alone, L2 definition coupled with audio, L2 definition coupled with picture or L2 definition coupled with video, promoted EFL learners’ comprehension of the text. However, no differences were found among all the glossing groups.
The questionnaire and interview data indicated that students preferred L2 definition coupled with video and picture glosses, followed by L2 definition plus audio and L2 definition only glosses.
The results reflected that multimedia glossing presentation created a different effect on students’ vocabulary acquisition and reading comprehension, respectively. They also provided pedagogical implications for multimedia learning and teaching in times of COVID-19.

목차 (Table of Contents)

• Table of Contents
• Abstract i
• List of Abbreviations vii
• List of Figures viii
• List of Tables ix
• Ⅰ. Introduction 1
• A. Background and Purpose of the Study 1
• B. Research Rationale 5
• C. Significance of the Study 9
• D. Organization of the Study 10
• Ⅱ. Theoretical Framework and Literature Review 11
• A. Definition of Key Terms 11
• 1. Glossing and Multimedia Glossing 11
• 2. Multimedia Learning 16
• B. Theoretical Framework 17
• 1. Cognitive Theory of Multimedia Learning 17
• 2. Cognitive-Affective Theory of Learning with Media 20
• C. Literature Review 22
• 1. Empirical Studies on Using Glosses for Vocabulary Learning 23
• 1.1 Previous Research on Learning Vocabulary with Textual Glosses 23
• 1.2 Previous Research on Learning Vocabulary with Audio Glosses 29
• 1.3 Previous Research on Learning Vocabulary with Visual Glosses 31
• 1.4 Single, Dual Versus Triple Glossing Modes 34
• 2. Empirical Studies on Using Hypermedia Glosses for Reading Comprehension 39
• Ⅲ. Methodology 44
• A. Research Design 44
• B. Participants 45
• C. Instruction Materials 47
• D. Instruments 52
• 1. Vocabulary Pre-tests and Post-tests 52
• 2. Reading Comprehension Pre-tests and Post-tests 55
• 3. Questionnaire 57
• 4. Interview 58
• E. Procedure 59
• F. Data Analysis 64
• Ⅳ. Results 66
• A. Results of Vocabulary Tests 66
• 1. Results of Vocabulary Production Pre-tests and Post-tests 66
• 2. Results of Vocabulary Recognition Pre-tests and Post-tests 73
• 3. Results of Overall Vocabulary Pre-tests and Post-tests 79
• B. Results of Reading Comprehension Tests 86
• C. Participants’ Perceptions of Multimedia Glossing Modes 91
• Ⅴ. Discussion 100
• Ⅵ. Conclusion 117
• A. Conclusion 117
• B. Pedagogical Implications 120
• C. Limitation and Suggestions for Future Research 123
• References 125
• Appendix 1. 139
• Appendix 2. 163
• Appendix 3. 167
• Appendix 4. 169
• Appendix 5. 184
• Appendix 6. 185
• Appendix 7. 188
• Acknowledgements 189