The Effects of Annotations of Illustrations and Simplified Text on College Students’ Reading Comprehension in the Web-b
顏怡青、倪淑芳博士
E-mail: 9601198@mail.dyu.edu.tw
ABSTRACT
Researchers of computer assisted language learning have suggested that integration of text and pictures can create an authentic and interactive environment for learning languages. However, how well non-English major college students comprehend the reading passage through multimedia annotations deserves more attention. The purpose of the present study was to investigate the effectiveness of different annotation modes in web-based learning environment. In addition, the participants’ attitudes and perspectives toward different multimedia annotation modes were also examined. The participants were 120 non-English major freshmen at a university in central Taiwan. All participants were assigned into four groups. The first group was the control group, and participants in this group read a text in the web-based environment without any annotation. The participants in Group Two comprehended the reading passage with the assistance of ten simplified text annotations. The participants in Group Three
comprehended the reading passage with the assistance of ten text-related pictorial annotations. The participants in the Group Four utilized the assistance of text-picture combination annotation to facilitate the reading process. A multiple-choice reading
comprehension test, a recall protocol test, a questionnaire, and an interview were adopted in this study. The main findings from the present study are: (1) Participants’ performance on the multiple-choice reading comprehension was better while reading with text-picture combination annotations in the web-based learning environment. (2) Participants’ performance on the recall protocol test was better while reading with text-picture combination annotations in the web-based learning environment. (3) Most participants had positive attitudes and perspectives toward multimedia annotations on comprehending the reading text in the web-based
environment. Results of the present study were of importance in explaining the effectiveness of different kinds of multimedia annotations. The pedagogical implications for multimedia design further discussed in the fifth chapter and some suggestions for future study were also drawn.
Keywords : multimedia annotations ; reading comprehension ; recall ; web-based learning ; second language learning Table of Contents
Chapter I. INTRODUCTION 1.1 Background of the Study...1 1.2 Purposes of the Study...4 1.3 Significance of the Study...5 1.4 Research Questions...6 1.5 Definition of Terms...6 1.6 Limitation of the Study...8 1.7 Overview of the Study...9 Chapter II. LITERATURE REVIEW 2.1 The Theoretical Background of Multimedia Processing ...10 2.1.1 Generative Theory of Multimedia Learning to Second-Language
learning...112.1.2 Dual-Coding Theory...12 2.2 The Value and Effect of Multimedia Annotation...13 2.3 The Process of Reading Comprehension...14 2.4 The Relationship between Annotations and Reading Comprehension.17 2.5 The Theoretical Foundation and the Components of
Simplification...19 2.6 Visual and Verbal Effects in Second-Language Multimedia Learning...23 2.7 Summary...24 Chapter III.
METHODOLOGY 3.1 The Design of the Study...26 3.2 Participants...29 3.3 Experimental Materials...29 3.3.1 The Material: Hypertext Design with Multimedia Annotations...30 3.3.2 Instruments...33 3.3.2.1 The Written Recall Protocol Test...33 3.3.2.2 The
Multiple-choice Reading Comprehension Test...34 3.3.2.3 The Questionnaire...35 3.3.2.4 The Interview...36 3.4 Scoring...37 3.5 Procedure of the
Study...38 3.6 Data Analysis...40 3.7 Reliability and Validity of the Multiple-choice Reading Comprehension Test andQuestionnaire...41 3.8 Pilot Study
...42 3.9 Summary...46 Chapter IV RESULTS 4.1 Demographic Data of the Respondents ...47 4.2 The Result of the Participants’ Reading Comprehension...49 4.2.1 The Result of Multiple-choice Reading Comprehension Test...51 4.2.2 The Result of Recall Protocol Test...53 4.3 The Participants’ Perceptions of Different Modes of Multimedia Annotations...56 4.3.1 The Result of the Perceptions of Simplified-text Annotations.56 4.3.2 The Result of the Perceptions of Text-related Pictorial
Annotations...58 4.3.3 The Result of the Perceptions of Multimedia Annotations...60 4.4 The Result of the Interview...63 4.5 Summary of the results...65 Chapter V DISCUSSION AND CONCLUSION 5.1 Discussion of the Result...66 5.1.1 Effects of Multimedia Annotations on Reading Comprehension.66 5.1.2 Participants’ Perceptions of the Effectiveness of Multimedia
Annotations...69 5.1.2.1 The Effects of the Simplified Text Annotations...70 5.1.2.2 The Effects of the Text-related Pictorial Annotations...70 5.1.3.3 The Functions of the Multimedia Annotations...71 5.1.3.4 The Result of the Interview...72 5.2 Conclusion...74 5.3 Pedagogical Implications...76 5.4 Suggestion for Future Study...77
REFERENCE...80 Appendix A: Multiple-choice Reading Comprehension Test...87 Appendix B: Recall Protocol Test (Chinese Version) ...90 Appendix C: Recall Protocol Test (English Version) ...91 Appendix D: The Questionnaire...92 Appendix E: The Intervieew...96 Appendix F:
The Idea Units of the Written Recall Protocol...97 Appendix D: The Questionnaire...92 Appendix E: The Interview...96 Appendix F: The Idea Units of the Written Recall Protocol...97 Appendix G: The Central Ideas of the Reading Text...99 Appendix H: The Supporting Ideas of the Reading Text...100 Appendix I:
The Translation and the Detailed Scoring Criteria...102 Appendix J: Simplified Text and Text-related Pictorial Annotations for Complicated Sentences...104 Appendix K: An Example of One Student’s Recall Protocol with the Detailed Scoring...108
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