Enhancing L2 Reading Comprehension with Hypermedia Texts: Student Perceptions.
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| Title: | Enhancing L2 Reading Comprehension with Hypermedia Texts: Student Perceptions. |
|---|---|
| Authors: | Garrett-Rucks, Paula1 prucks@gsu.edu, Howles, Les1, Lake, William M.1 |
| Source: | CALICO Journal. 2015, Vol. 32 Issue 1, p26-51. 26p. |
| Subject Terms: | *Second language acquisition, *Reading comprehension, *Hypermedia, *Mobile learning, *French language education |
| Abstract: | This study extends current research about L2 hypermedia texts by investigating the combined use of audiovisual features including: (a) Contextualized images, (b) rollover translations, (c) cultural information, (d) audio explanations and (e) comprehension check exercises. Specifically, student perceptions of hypermedia readings compared to traditional print texts are investigated in this study to address theoretical concerns that the combined use of multiple audiovisual annotations might split learners' attention from their reading comprehension. Additionally, student perceptions of the usefulness of the annotation features afforded by the hypermedia texts were investigated. Data were collected from 70 French language learners across four intermediate and advanced French courses at a large Midwestern research university. Participants in each course were assigned hypermedia readings, each of which being paired with an analogous traditional print reading of the same genre, with a similar word count and reading difficulty level, followed by a format preference survey. Results from data analysis of the format preference surveys showed statistically significant differences for user preference of the hypermedia texts and a user belief that the hypermedia format facilitated reading comprehension with less effort than print readings. Research findings about the reported usefulness of the annotation features are situated within Mayer's (2005) cognitive theory of multimedia learning. Directions for future research into the optimal design of hypermedia texts are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 100247972 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing L2 Reading Comprehension with Hypermedia Texts: Student Perceptions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Garrett-Rucks%2C+Paula%22">Garrett-Rucks, Paula</searchLink><relatesTo>1</relatesTo><i> prucks@gsu.edu</i><br /><searchLink fieldCode="AR" term="%22Howles%2C+Les%22">Howles, Les</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lake%2C+William+M%2E%22">Lake, William M.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2015, Vol. 32 Issue 1, p26-51. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Hypermedia%22">Hypermedia</searchLink><br />*<searchLink fieldCode="DE" term="%22Mobile+learning%22">Mobile learning</searchLink><br />*<searchLink fieldCode="DE" term="%22French+language+education%22">French language education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study extends current research about L2 hypermedia texts by investigating the combined use of audiovisual features including: (a) Contextualized images, (b) rollover translations, (c) cultural information, (d) audio explanations and (e) comprehension check exercises. Specifically, student perceptions of hypermedia readings compared to traditional print texts are investigated in this study to address theoretical concerns that the combined use of multiple audiovisual annotations might split learners' attention from their reading comprehension. Additionally, student perceptions of the usefulness of the annotation features afforded by the hypermedia texts were investigated. Data were collected from 70 French language learners across four intermediate and advanced French courses at a large Midwestern research university. Participants in each course were assigned hypermedia readings, each of which being paired with an analogous traditional print reading of the same genre, with a similar word count and reading difficulty level, followed by a format preference survey. Results from data analysis of the format preference surveys showed statistically significant differences for user preference of the hypermedia texts and a user belief that the hypermedia format facilitated reading comprehension with less effort than print readings. Research findings about the reported usefulness of the annotation features are situated within Mayer's (2005) cognitive theory of multimedia learning. Directions for future research into the optimal design of hypermedia texts are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=100247972 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/calico.v32i1.26131 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 26 Subjects: – SubjectFull: Second language acquisition Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Hypermedia Type: general – SubjectFull: Mobile learning Type: general – SubjectFull: French language education Type: general Titles: – TitleFull: Enhancing L2 Reading Comprehension with Hypermedia Texts: Student Perceptions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Garrett-Rucks, Paula – PersonEntity: Name: NameFull: Howles, Les – PersonEntity: Name: NameFull: Lake, William M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 07427778 Numbering: – Type: volume Value: 32 – Type: issue Value: 1 Titles: – TitleFull: CALICO Journal Type: main |
| ResultId | 1 |
