چکیده:
The present study examined the effect of multimedia glosses on foreign language listening comprehension. To this end, 94 male students studying at Rasa English Institute in Tehran were selected for the treatment. The participants consisted of three groups, and each group was randomly assigned to one of the following treatment conditions: textual, pictorial, and textual-pictorial glossing. They were given a vocabulary pre-test before the treatment. The purpose of this test was to exclude the words which were already familiar to the participants from the posttests. Meanwhile, a listening comprehension post-test was administered at the end of the treatment period. To investigate the effect of multimedia glosses on listening comprehension, the data obtained from the listening comprehension post-test was analyzed using one-way ANOVA. The result showed that textual-pictorial glosses had a significant effect on listening comprehension. The findings of this study may have implications for language learners, teachers, researchers, and materials developers.
خلاصه ماشینی:
com Abstract The present study examined the effect of multimedia glosses on foreign language listening comprehension.
Multimedia glosses are electronic glosses that are presented in the form of texts, pictures, sounds, and videos leading to better and more effective vocabulary learning (Roby, 1999).
Several studies (some of which have been reviewed in the present study) have investigated various aspects of the variables under investigation here, including glossing, multimedia-based learning, and listening comprehension.
Several studies have been conducted on the effects of glosses and multimedia on the learning of different aspects of language.
Similar results were reported by Yanguas (2009) about the effect of multimedia glosses on both vocabulary learning and text comprehension.
In another study, Zarei and Mahmoodzadeh (2014) examined the effects of multimedia glosses (textual, pictorial and textual- pictorial) on reading comprehension and vocabulary recall.
To investigate the effect of different types of multimedia glosses on L2 listening comprehension, a One-Way ANOVA procedure was used.
The result obtained in the present study agrees with the findings of Yoshii and Flaitz (2002) as well as Yeh and Wang (2003), suggesting that the textual-pictorial annotations have a more positive effect on reading comprehension.
In addition, in a study on the impact of different multimedia glosses on vocabulary learning and text comprehension, Yanguas (2009) found that the textual-pictorial group outperformed the other two groups.
Review of effects of glosses on incidental vocabulary learning and reading comprehension.
Multimedia glosses and their effect on L2 text comprehension and vocabulary learning.