Multimedia Annotation: Comparability of Gloss Modalities and their Implications for Reading Comprehension

This study compared the effects of two annotation modalities on the reading comprehension of Iranian intermediate level EFL learners. The two experimental groups under study received treatment on ۱۰ academic L۲ reading passages under one of two conditions: One group received treatment on key words in the reading passages through a multimedia environment providing textual annotations. The second group received treatment under a similar environment but received compound glosses. The control group, however, received no treatment and was encouraged to use contextual guessing. The findings revealed that the experimental group who received treatment through compound glosses outperformed the other two groups on the comprehension test, and the group who used textual annotations obtained a higher mean on the post-test than the control group. One explanation is that compound glosses might help learners better decipher the meanings of key words in L۲ passages, thus contributing to their deeper understanding of the texts.

Keywords:

Compound gloss , Dual Coding Theory , reading comprehension , Technology-Enhanced Language Learning , vocabulary annotation