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Ahangari, S., Abdollahpour, Z. (2010). The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning. Journal of English Language Pedagogy and Practice, 3(6), 1-18.
Saeideh Ahangari; Zeinab Abdollahpour. "The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning". Journal of English Language Pedagogy and Practice, 3, 6, 2010, 1-18.
Ahangari, S., Abdollahpour, Z. (2010). 'The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning', Journal of English Language Pedagogy and Practice, 3(6), pp. 1-18.
Ahangari, S., Abdollahpour, Z. The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning. Journal of English Language Pedagogy and Practice, 2010; 3(6): 1-18.

The Effects of Multimedia Annotations on Iranian EFL Learners’ L2 Vocabulary Learning

Article 1, Volume 3, Issue 6, Winter and Spring 2010, Page 1-18  XML PDF (114.16 K)
Document Type: Research Paper
Authors
Saeideh Ahangari* ; Zeinab Abdollahpour
Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
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 annotations promotes language learners’ vocabulary acquisition. Therefore, this study set out to investigate the effects of different 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 post- test 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 annotations resulted in a significant difference in the participants’ vocabulary learning. Based on the results of the present study, multimedia annotations are suggested as a vocabulary teaching strategy.
Keywords
Annotation/Gloss; Multimedia Annotation; Multimedia; Picture Annotation (Still Pictures); Video Annotation (Dynamic Pictures)
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