Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-27T07:19:01.920Z Has data issue: false hasContentIssue false
  • English
  • Français

A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature

Published online by Cambridge University Press:  16 May 2011

Mohammed Ali Mohsen  and
M. Balakumar
Mohammed Ali Mohsen*
Affiliation:
Najran University, College of Arts & Sciences, P.O. Box. 1988, Najran. Saudi Arabia (email: mamohsen@nu.edu.sa)
M. Balakumar*
Affiliation:
Central Institute of Indian Languages, Manasagangotri, Mysore 570006 India (email: balakumar@ciil.stpmy.soft.net)
Get access Rights & Permissions [Opens in a new window]

Abstract

This article reviews the literature of multimedia glosses in computer assisted language learning (CALL) and their effects on L2 vocabulary acquisition during the past seventeen years. Several studies have touched on this area to examine the potential of multimedia in a CALL environment in aiding L2 vocabulary acquisition. In this review, the researchers investigate the studies that deal with different modes of multimedia annotations in a CALL environment. This article reviews the empirical studies of multimedia glosses in reading as well as in listening comprehension activities and discusses the factors under which these studies have been conducted and their impact on L2 vocabulary acquisition. The study aims to understand how multimedia glosses have been used in the past to support second language vocabulary acquisition and also to explore any evidence regarding how multimedia glosses in a CALL environment can enhance the acquisition of L2 vocabulary. Only empirical studies (18 studies published in international refereed journals and conference) have been reviewed exclusively. The article discusses the findings of the reviewed studies and recommends future research.

Keywords

Multimedia glossesmultimedia annotationshypermediavocabulary acquisitionvocabulary learning
Type
Regular papers
Information
ReCALL , Volume 23 , Issue 2 , 16 May 2011 , pp. 135 - 159
Copyright
Copyright © European Association for Computer Assisted Language Learning 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abraham, L. (2008) Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 12(3): 199–226.CrossRefGoogle Scholar
AbuSeileek, A. (2008) Hypermedia annotation presentation: learners’ preferences and effect on EFL reading comprehension and vocabulary acquisition. CALICO Journal, 25(2): 1–16.Google Scholar
Acha, J. (2009) The effectiveness of multimedia programmes in children's vocabulary learning. British Journal of Educational Technology, 40(1): 23–31.CrossRefGoogle Scholar
Akbulut, Y. (2007) Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of English as a foreign language. Instructional Science: An International Journal of the Learning Sciences, 35(6): 499–517.CrossRefGoogle Scholar
Al-Seghayer, K. (2001) The effect of multimedia annotations modes on L2 vocabulary acquisition: a comparative study. Language Learning & Technology, 5(1): 202–232. http://llt.msu.edu/vol5num1/alseghayer/default.htmlGoogle Scholar
Baltova, I. (1999). The effect of subtitled and staged video input on the learning and retention of content and vocabulary in a second language. Unpublished doctoral dissertation, University of Toronto, Canada.Google Scholar
Bowles, M. A. (2004) L2 glossing: To CALL or not to CALL. Hispania, 87(3): 541–552.CrossRefGoogle Scholar
Brett, P. (1997) A comparative study of the effects of the use of multimedia on listening comprehension. System, 25: 39–53.CrossRefGoogle Scholar
Chandler, P.Sweller, J. (1991) Cognitive load theory and the format of instruction. Cognition and Instruction, 8: 293–332.CrossRefGoogle Scholar
Chun, D. M.Plass, J. L. (1996) Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80: 183–198.CrossRefGoogle Scholar
Chun, D.Payne, J. S. (2004) What makes learners click: Working memory and look-up behavior. System, 32: 481–503.CrossRefGoogle Scholar
Chun, D. (2006) CALL technologies for L2 reading. In: Ducate, L.Arnold, N. (eds.), Calling on CALL: From theory and research to new directions in foreign language teaching. San Marcos, TX: CALICO, 69–98.Google Scholar
Chung, U. K. (1994) The effect of audio, a single picture, multiple pictures, or video on second-language listening comprehension. Unpublished doctoral dissertation, University of Illinois at Urbana–Champaign.Google Scholar
Duquette, L., Renié, D.Laurier, M. (1998) The evaluation of vocabulary acquisition when learning French as a second language in a multimedia environment. Computer Assisted Language Learning, 11(1): 3–34.CrossRefGoogle Scholar
Felix, U. (2005) Analyzing recent CALL effectiveness research: Towards a common agenda. Computer Assisted Language Learning, 18: 1–32.CrossRefGoogle Scholar
Gettys, S., Imhof, L. A.Kautz, J. O. (2001) Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34: 91–106.CrossRefGoogle Scholar
Hubbard, P. (2004) Learner training for effective use of CALL. In: Fotos, S.Browne, C. (eds.), New perspectives in CALL for second language classrooms. Mahwah, NJ: Lawrence Erl-baum, 45–67.Google Scholar
Hubbard, P. (2005) A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18(5): 351–368.CrossRefGoogle Scholar
Jacobs, G. M., Dufon, P.Fong, C. H. (1994) L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading, 17(1): 19–28.CrossRefGoogle Scholar
Jones, L. C. (2003) Supporting listening comprehension and vocabulary acquisition with multimedia annotations: The students’ voice. CALICO Journal, 21(1): 41–65.CrossRefGoogle Scholar
Jones, L. (2004) Testing L2 vocabulary recognition and recall using pictorial and written test items. Language Learning and Technology, 8(3): 122–143. http://llt.msu.edu/vol8num3/jones/default.htmlGoogle Scholar
Jones, L. (2006) Effects of collaboration and multimedia annotations on vocabulary learning and listening comprehension. CALICO Journal, 24(1): 33–58.CrossRefGoogle Scholar
Jones, L. (2009) Supporting student differences in listening comprehension and vocabulary learning with multimedia annotations. CALICO Journal, 26(2): 267–289.CrossRefGoogle Scholar
Jones, L.Plass, J. (2002) Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4): 546–561.CrossRefGoogle Scholar
Jones Vogely, A. (1998) Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31(1): 67–80.CrossRefGoogle Scholar
Kim, D.Gilman, D. A. (2008) Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary Learning. Educational Technology & Society, 11(3): 114–126.Google Scholar
Ko, M. (2005) Glosses, comprehension, and strategy use. Reading in a Foreign Language, 17(2): 125–143.Google Scholar
Kost, C., Foss, P.Lenzini, J. (1999) Textual and pictorial gloss: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32: 89–113.CrossRefGoogle Scholar
Krashen, S. (1989) Language acquisition and language education. New York: Prentice Hall.Google Scholar
Liu, M., Moore, Z., Graham, L.Lee, S. (2003) A look at the research on computer-based technology use in second language learning: A review of the literature from 1990–2000. Journal of Research on Technology in Education, 34(3): 250–273.CrossRefGoogle Scholar
Lomicka, L. (1998) To gloss or not to gloss: An investigation of reading comprehension online. Language Learning & Technology, 1(2): 41–50. http://llt.msu.edu/vol1num2/article2/default.htmlGoogle Scholar
Lyman-Hager, M. A., Davis, J. N., Burnett, J.Chennault, R. (1993) Une vie de boy: Interactive reading in French. In: Borchardt, F. L.Johnson, E. M. T. (eds.), Proceedings of the CALICO 1993 annual symposium on “assessment”. Durham, NC: Duke University, 93–97.Google Scholar
Martinez-Lage, A. (1997) Hypermedia technology for teaching reading In: Bush, M.Terry, T. (eds.), Technology enhanced language learning. Lincolnwood, IL: National Textbook Company, 121–163.Google Scholar
Mayer, R. (1997) Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1): 1–19.CrossRefGoogle Scholar
Mayer, R. E. (2001) Multimedia learning. New York: Cambridge University Press.CrossRefGoogle Scholar
Mondria, J.Wiersma, B. (2004) Receptive, productive, and receptive+ productive L2 vocabulary learning: What difference does it make?. In: Laufer, B., Paul, B., (eds.), Vocabulary in a second language. Selection, acquisition, and testing. Amsterdam/Philadelphia: John Benjamins Publishing Company, 79–99.CrossRefGoogle Scholar
Mueller, G. (1980) Visual contextual cues and listening comprehension: An experiment. Modern Language Journal, 64: 335–340.CrossRefGoogle Scholar
Nation, I. S. P. (2001) Learning vocabulary in another language. New York: Cambridge University Press.CrossRefGoogle Scholar
Nikolova, O. (2002) Effects of learners’ participation in authoring of multimedia materials on student acquisition of vocabulary. Language Learning & Technology, 6(1): 100–122. http://llt.msu.edu/vol6num1/nikolova/default.htmlGoogle Scholar
O'Bryan, A. (2008) Providing Pedagogical Learner Training in CALL: Impact on Student Use of Language-Learning Strategies and Glosses. CALICO Journal, 26(1): 142–159.CrossRefGoogle Scholar
Paivio, A. (1971) Imagery and verbal processes. New York: Holt, Rinehart, & Winston. (Reprinted 1979, Hillsdale, NJ: Lawrence Erlbaum Associate).Google Scholar
Paivio, A. (1986) Mental representations: A dual coding approach. Oxford, UK: Oxford University Press.Google Scholar
Plass, J. L.Jones, L. C. (2005) Multimedia learning in second language acquisition. In: Mayer, R. E. (ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press, 467–488.CrossRefGoogle Scholar
Plass, J. L., Chun, D. M., Mayer, R. E.Leutner, D. (1998) Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90: 25–36.CrossRefGoogle Scholar
Plass, J. L., Chun, D. M., Mayer, R. E.Leutner, D. (2003) Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19: 221–243.CrossRefGoogle Scholar
Schmidt, R. (1990) The role of consciousness in second language learning. Applied Linguistics, 11: 129–158.CrossRefGoogle Scholar
Stockwell, G. (2007) A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2): 105–120.CrossRefGoogle Scholar
Xu, J. (2010) Using multimedia vocabulary annotations in L2 reading and listening activities. CALICO Journal, 27(2): 311–327.CrossRefGoogle Scholar
Yanguas, I. (2009) Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Language Learning & Technology, 13(2): 48–76. http://llt.msu.edu/vol13num2/yanguas.pdfGoogle Scholar
Yeh, Y.Wang, C. (2003) Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21(1): 131–144.CrossRefGoogle Scholar
Yoshii, M. (2006) L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10(3): 85–101. http://llt.msu.edu/vol10num3/yoshii/default.htmlGoogle Scholar
Yoshii, M.Flaitz, J. (2002) Second language incidental vocabulary retention: The effect of picture and annotation types. CALICO Journal, 20(1): 33–58.110.CrossRefGoogle Scholar
Zhao, Y. (2003) Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21: 7–27.CrossRefGoogle Scholar